<![CDATA[Teaching conceptually dense and sensitive biological topics, such as the human reproductive system, frequently presents pedagogical challenges in secondary science education. This study evaluated the empirical efficacy of the Think-Pair-Share (TPS) cooperative learning model on secondary students' tri-domain learning outcomes (cognitive, affective, and psychomotor). A quantitative quasi-experimental design featuring a non-equivalent control group pretest-posttest structure was conducted with 60 eleventh-grade natural science students, divided into an experimental group (n=30, TPS model) and a control group (n=30, direct conventional instruction). Prior baseline equivalence was confirmed, and pretest variance was statistically controlled using Analysis of Covariance (ANCOVA). After adjusting for baseline cognitive heterogeneity, the ANCOVA revealed a statistically significant main effect favoring the TPS model on cognitive performance (F(1,57)=65.73, p<.001, ηp2 =.536), representing a large effect size. Furthermore, inferential testing demonstrated significant parallel enhancements in the experimental group's affective engagement (d=1.91) and psychomotor collaboration (d=2.38) relative to the control group. These findings indicate that structured dyadic dialogue and socio-cognitive scaffolding within TPS effectively mitigate intrinsic cognitive load and psychological barriers when learning complex physiological mechanisms. Pedagogically, TPS offers a highly scalable, resource-efficient instructional strategy for secondary science educators seeking to optimize conceptual mastery alongside 21st-century collaborative competencies.]]>
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