Pengaruh Model Pembelajaran Think Pair Share (TPS) Terhadap Hasil Belajar Siswa Manajemen Perkantoran SMKN 1 Bandung Tulungagung 

The Effect of the Think-Pair-Share (TPS) Learning Model on the Learning Outcomes of Office Management Students at SMKN 1 Bandung Tulungagung 

Penelitian ini bertujuan menganalisis pengaruh model pembelajaran Think Pair Share (TPS) terhadap hasil belajar peserta didik kelas X Program Keahlian Manajemen Perkantoran dan Layanan Bisnis di SMKN 1 Bandung Tulungagung pada mata pelajaran Sistem Informasi dan Komunikasi Organisasi. Penelitian dilatarbelakangi oleh rendahnya hasil belajar peserta didik, yang ditunjukkan hanya 21% peserta didik mencapai Kriteria Ketuntasan Minimal (KKM) 75, sementara proses pembelajaran masih didominasi metode ceramah sehingga partisipasi peserta didik rendah. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experimental dan desain Nonequivalent Control Group Design. Populasi penelitian berjumlah 74 peserta didik kelas X, dengan teknik total sampling yang menghasilkan 37 peserta didik pada kelas eksperimen menggunakan model TPS dan 37 peserta didik pada kelas kontrol menggunakan Direct Instruction. Data dikumpulkan melalui tes pretest dan posttest menggunakan 25 soal pilihan ganda HOTS tingkat kognitif C4–C6 yang telah dinyatakan valid dan reliabel. Analisis data menggunakan uji Wilcoxon Signed Rank, Mann-Whitney, dan N-Gain berbantuan SPSS versi 25. Hasil penelitian menunjukkan perbedaan signifikan hasil belajar antara kedua kelas dengan nilai Asymp. Sig. (2-tailed) sebesar 0,000 (<0,05). Nilai N-Gain kelas eksperimen sebesar 0,6738 berkategori sedang, sedangkan kelas kontrol sebesar 0,3401 berkategori rendah. Model TPS lebih efektif meningkatkan hasil belajar peserta didik.

This study aimed to examine the effect of the Think Pair Share (TPS) learning model on the learning outcomes of tenth-grade students in the Office Management and Business Services Program at SMKN 1 Bandung Tulungagung, particularly in the Organizational Information and Communication Systems subject. The study was motivated by low student learning outcomes, with only 21% of students achieving the Minimum Completeness Criteria (75), while classroom instruction remained dominated by lectures, resulting in limited student participation. This research employed a quantitative approach using a quasi-experimental method with the Nonequivalent Control Group Design. The population consisted of 74 tenth-grade students selected through total sampling, comprising 37 students in the experimental class taught using TPS and 37 students in the control class taught using Direct Instruction. Data were collected through pretest and posttest instruments consisting of 25 valid and reliable HOTS multiple-choice questions at the C4–C6 cognitive levels. Data were analyzed using the Wilcoxon Signed Rank Test, Mann-Whitney U Test, and N-Gain Score with SPSS version 25. The findings indicated a significant difference in learning outcomes between the experimental and control groups, with an Asymp. Sig. (2-tailed) value of 0.000 (<0.05). The experimental class achieved an N-Gain score of 0.6738 (moderate), whereas the control class obtained 0.3401 (low). Therefore, TPS was more effective in improving students' learning outcomes.