The Effectiveness of the Think Pair Share Model Assisted by Digital Comics on the Critical Thinking Skills of Fourth Grade Elementary School Students
DOI:
https://doi.org/10.35457/0b46t819Keywords:
Think Pair Share, Digital Comic, Critical Thinking Skills, Elementary SchoolAbstract
This study aimed to examine the effect of the Think Pair Share (TPS) learning model assisted by digital comics on elementary school students' critical thinking skills in Pancasila Education. The study was motivated by students' limited ability to interpret information, analyze problems, evaluate arguments, and draw logical conclusions. This condition is associated with teacher-centered learning practices that provide limited opportunities for active student participation and the limited use of engaging instructional media. Therefore, an innovative learning model that actively involves students and promotes higher-order thinking skills is needed. This study employed a quantitative approach using a Quasi-Experimental Design with a Nonequivalent Control Group Design. The research involved 53 fourth-grade elementary school students, consisting of 27 students in the experimental class, which received the Think Pair Share (TPS) learning model assisted by digital comics, and 26 students in the control class, which received conventional instruction. Data were collected through pretests and posttests using a valid and reliable critical thinking skills test and were analyzed using normality, homogeneity, Independent Samples t-test, and N-Gain tests with IBM SPSS Statistics. The results indicated a significant effect of the Think Pair Share (TPS) learning model assisted by digital comics on students' critical thinking skills, with a significance value of 0.001 (*p* < 0.05). The mean score of the experimental class increased from 68 to 83, while the control class improved from 53 to 65. The average N-Gain score was 0.4470, indicating a moderate level of improvement.
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