PENGARUH PEMBELAJARAN THINK-PAIR-SHARE BERBASIS DIFERENSIASI TINGKAT KEMAMPUAN PADA BERPIKIR KREATIF DAN PENALARAN MATEMATIS SISWA SEKOLAH DASAR

This study aimed to examine the implementation of the Think-Pair-Share (TPS) learning model based on ability-level differentiation and its effects on elementary school students' creative thinking and mathematical reasoning abilities. A quantitative approach with a one-group pretest-posttest design was employed. The participants were 20 fourth-grade students grouped according to their learning readiness based on a composite score of creative thinking and mathematical reasoning. Data were collected through pretest and posttest and analyzed using descriptive statistics, normalized gain (N-gain), the Shapiro–Wilk test, paired-samples t-test, and Cohen's d effect size.

The findings indicated that the differentiated TPS model was implemented according to the planned learning stages, although the Pair and Share stages were not fully optimized due to students' limited prior knowledge, mathematical communication skills, and discussion culture. The model significantly improved students' creative thinking ability (p = 0.049), with an N-gain of 0.13 (low category) and a Cohen's d of 0.47 (small-to-medium effect). However, it did not significantly improve mathematical reasoning ability (p = 0.606), with an N-gain of 0.04 (low category) and a Cohen's d of 0.12 (small effect).

It can be concluded that the Think-Pair-Share learning model based on ability-level differentiation is effective in improving elementary school students' creative thinking ability but has not produced a significant improvement in their mathematical reasoning ability.