The Effect of the Think-Pair-Share Cooperative Learning Model on Elementary School Students Social Studies Learning Outcomes

Abstract

General Background: Social Studies learning in elementary school plays an important role in developing students’ understanding of social life and values. Specific Background: Students may show limited cooperation, empathy, willingness to help, and acceptance of classmates with different backgrounds, while conventional teacher-centered instruction can restrict active participation. Knowledge Gap: Previous studies on Think Pair Share have commonly examined academic achievement, social attitudes, religious character, discipline, or general cooperation, while research addressing learning about social and cultural diversity in a heterogeneous and inclusive elementary school context remains limited. Aims: This study examines the application of the Think Pair Share cooperative learning model to Social Studies learning outcomes among fourth-grade students. Results: Using a quantitative one-group pretest-posttest design, the study involved 19 fourth-grade students at SDN Sawocangkring. Data were collected through 15-item multiple-choice pretests and posttests, supported by instrument validity and reliability testing. The instrument produced a Cronbach’s Alpha coefficient of 0.902. The Shapiro-Wilk test showed that the pretest data were not normally distributed, leading to the use of the Wilcoxon Signed Rank Test. The analysis produced an Asymp. Sig. (2-tailed) value of < 0.001 and a Z value of -3.712, indicating a significant difference between pretest and posttest scores. Novelty: The study applies Think Pair Share to learning about social and cultural diversity while emphasizing acceptance of differences, willingness to help, and empathy in a heterogeneous elementary school context. Implications: The findings provide empirical support for using structured individual thinking, paired discussion, and classroom sharing as an alternative approach to Social Studies instruction. Key Findings Highlights Posttest scores were significantly higher than pretest scores, with p < 0.001. Students became more willing to collaborate with unfamiliar classmates and present their ideas. The 15-item instrument achieved high reliability with a Cronbach’s Alpha of 0.902. Keywords : Cooperative Learning, Think Pair Share, Social Studies, Social Diversity, Elementary Education