The Implementation of the Think-Pair-Share Method to Improve Students’ Activeness in Mathematics Learning

Abstract

This classroom action research aimed to improve students’ activeness in mathematics learning through the implementation of the Think-Pair-Share (TPS) method on set operations material. The study was conducted at SMP Darur Rahmah with 21 seventh-grade students as participants. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using observation sheets, field notes, and documentation to measure students’ activeness in learning activities. The indicators of activeness included asking questions, answering questions, expressing opinions, participating in discussions, and presenting ideas. The results showed a significant improvement in students’ activeness after the implementation of TPS. The average activeness score increased from 52.38% in the preliminary observation to 71.43% in Cycle I, and further increased to 88.10% in Cycle II. These findings indicate that the TPS method effectively enhances student participation by encouraging independent thinking, peer discussion, and class sharing activities. The structured learning process created a more interactive, collaborative, and student-centered classroom environment. Students also showed increased confidence, motivation, and communication skills during mathematics learning. Therefore, it can be concluded that the Think-Pair-Share method is effective in improving students’ activeness in learning mathematics on set operations material at SMP Darur Rahmah.