<![CDATA[The low level of conceptual understanding of plane figures among elementary school students is attributed to teacher-centered instruction, limited variety in teaching models, and minimal use of learning media. This study aimed to determine the effect of the Think-Pair-Share (TPS) model supported by concrete manipulatives on students’ conceptual understanding of plane figures. A quantitative approach was employed using a quasi-experimental design, specifically a non-equivalent control group design. The sample consisted of 54 students, with 27 students in the experimental class and 27 students in the control class, selected using a saturated sampling technique. Data were collected through observation and conceptual understanding tests and analyzed using normality, homogeneity, and hypothesis tests. The results showed a statistically significant effect, with a p-value of < 0.001 (p < 0.05). Therefore, the null hypothesis (H?) was rejected, and the alternative hypothesis (H?) was accepted. The effect size (Cohen’s d) was 1.835, indicating a large effect. These findings demonstrate that the implementation of the Think-Pair-Share (TPS) model supported by concrete manipulatives enhances students’ conceptual understanding of plane figures by fostering active engagement in thinking, discussing, and sharing ideas. Therefore, the Think-Pair-Share (TPS) model supported by concrete manipulatives can be considered an effective alternative approach to mathematics instruction in elementary schools.]]>
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