Model Think Pair Share dalam Pembelajaran Matematika: Tinjauan Literatur Sistematis terhadap Implementasi dan Efektivitasnya dalam Mengembangkan Kemampuan Pemecahan Masalah Matematika Siswa

Putu Anggi Agustini Astari; I Gusti Ngurah Pujawan; I Putu Wisna Ariawan

doi:10.58192/insdun.v5i2.4336

Authors

Putu Anggi Agustini Astari Universitas Pendidikan Ganesha
I Gusti Ngurah Pujawan Universitas Pendidikan Ganesha
I Putu Wisna Ariawan Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.58192/insdun.v5i2.4336

Keywords:

Mathematics Learning, Problem Solving, PRISMA, Systematic Literature Review, Think Pair Share

Abstract

The enhancement of student's mathematics problem-solving abilities can be achieved through the application of the Think Pair Share (TPS) model, a cooperative learning approach commonly used in mathematics education. However, research on the role of Think Pair Share in mathematics learning is still relatively limited. Therefore, this study aims to evaluate the effectiveness of the Think Pair Share model in improving students' ability to solve mathematical problems. This study uses a systematic literature review method following the PRISMA guidelines, with literature searches conducted through the Scopus database from 2016-2026 using relevant keywords. After the selection process, seven articles were found to meet the inclusion criteria. The analysis results show that the Think Pair Share model consistently demonstrates the ability to improve learning outcomes, participation, confidence, and mathematical problem-solving skills of students. The effectiveness of this model can be attributed to its ability to encourage students to think actively, speak, and share mathematical concepts. Additionally, the integration of Think Pair Share with technology can enhance the quality of learning. The results of this study indicate that Think Pair Share is an effective learning model for improving students' ability to solve mathematical problems, and therefore, this model can be considered for inclusion in mathematics curricula to improve the quality of mathematics learning more broadly.

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