<![CDATA[This study aims to improve students’ reading comprehension skills through the implementation of the Think Pair Share (TPS) cooperative learning model in Indonesian language lessons for fifth-grade students at UPTD SDI Kuanino 3. The study was motivated by students’ low ability to understand reading texts, identify main ideas, and draw conclusions from the text. The TPS model was chosen because it provides students with opportunities to think independently, discuss with partners, and share their ideas, thereby increasing student participation in the learning process. The method used in this study was Classroom Action Research (CAR) based on the model developed by Stephen Kemmis and Robin McTaggart, which consists of four stages: planning, action implementation, observation, and reflection. The study was conducted in the second semester of the 2025/2026 academic year with 20 fifth-grade students as the research subjects. Data collection techniques included observation, tests, and documentation, while data analysis was carried out using descriptive quantitative analysis through the percentage of students’ learning mastery. The results showed that the implementation of the TPS model was able to improve students’ reading comprehension skills. The improvement was evident from test results in each learning cycle through the think, pair, and share activities. In Cycle II, the percentage of students achieving learning mastery reached 85% with an average score of 81.62. Based on these findings, it can be concluded that the TPS learning model is effective in improving students’ reading comprehension skills while creating a more active and engaging learning process for elementary school students.]]>
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