<![CDATA[This study was motivated by the low level of active student participation in thematic learning in the fourth-grade class at SDN 3 Cibiuk Kaler, where students tended to be passive, lacked the confidence to ask questions, and were minimally involved in discussions. The study aimed to determine the effect of the Think-Pair-Share (TPS) learning strategy on active student participation. A quantitative approach was employed using an experimental method with a pretest-posttest design, involving fourth-grade students as subjects. Data collection utilized questionnaires and documentation, while data analysis involved normality testing and hypothesis testing (t-test). The results indicated an increase in active student participation, evidenced by the average pretest score rising from 56.4 to 78.9 in the posttest. Hypothesis testing showed that the calculated t-value (7.82) exceeded the t-table value (2.04), with a significance level of 0.000 (< 0.05). Thus, it can be concluded that the use of the Think-Pair-Share (TPS) strategy has a significant effect on increasing active student participation in thematic learning. Consequently, the TPS strategy serves as an effective alternative for creating a learning environment that is more active, interactive, and student-centered.]]>
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