Think Pair Share Learning Model Based on Differentiated Instructions: Improving Civics Learning Outcomes in Elementary School Students

Dahlia Dahlia; Abdul Wahid; Wahyullah Alannasir

doi:10.51574/ijrer.v5i3.5078

Authors

Dahlia Dahlia Program Studi Pendidikan Guru Sekolah Dasar, Universitas Islam Makassar
Abdul Wahid Program Studi Pendidikan Guru Sekolah Dasar, Universitas Islam Makassar
Wahyullah Alannasir Program Studi Pendidikan Guru Sekolah Dasar, Universitas Islam Makassar

Keywords:

Civic Education, Classroom Action Research, Cooperative Learning, Differentiated Instruction, Think Pair Share

Abstract

Low Civics (Pancasila and Citizenship Education/PPKn) learning outcomes in elementary schools remain a persistent challenge, often attributed to teacher-centered instruction that fails to accommodate learner diversity. This study aimed to improve PPKn learning outcomes among fifth-grade students by implementing the Think Pair Share (TPS) cooperative learning model integrated with Differentiated Instruction (DI) strategies. A Classroom Action Research (CAR) design following the Kemmis and McTaggart cyclical model was employed across two intervention cycles. Thirty fifth-grade students (17 male, 13 female) at Elementary School 1 Sabaru, Indonesia, participated in the study. Data were collected through written cycle tests, structured observation sheets for teacher and student activity, and documentation analysis. Classical completion rates and descriptive statistics were used for quantitative analysis, complemented by narrative qualitative reflection. Classical mastery improved dramatically from 23.3% at baseline to 66.7% after Cycle I and 90.0% after Cycle II, surpassing the 85% success threshold. Teacher activity scores rose from 56% (low qualification) to 94% (very high qualification), while student activity scores increased from 33% (very low) to 83% (very high) across the two cycles. The integration of TPS and differentiated instruction created an inclusive, student-centered classroom climate that significantly enhanced conceptual understanding, critical thinking, collaborative skills, and learner confidence. These findings provide empirical support for adopting the TPS-DI model as a transformative pedagogical strategy in elementary Civics education.

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