Application of Think-Pair-Share Type Cooperative Learning Model to Improve Mathematics Problem Solving Ability in Junior High School

Abstract

This study explores the application of the Think-Pair-Share (TPS) type cooperative learning model to improve mathematical problem-solving skills among junior high school (SMP) students. Using a qualitative approach and literature study methods, this article reviews and synthesizes the existing literature to understand the effectiveness of TPS in the context of education. The TPS model, which involves students to think individually about a problem, discuss their thoughts with a partner, and then share conclusions with a larger group, is evaluated based on its impact on cognitive abilities and the literature shows that TPS creates an engaging learning environment where students actively participate and communicate their ideas, thereby improving mathematical problem-solving abilities. This model encourages students to articulate their thought processes, which helps in identifying and correcting misconceptions. Additionally, the collaborative nature of TPS promotes a deeper understanding of mathematical concepts as students learn from their peers. This study concludes that the Think-Pair-Share model is a valuable pedagogical tool to improve mathematical problem-solving skills in junior high school students. Further research should focus on longitudinal studies to assess the long-term impact of TPS and explore its application in a variety of diverse educational contexts.