The Impact of the Think Pair Share Cooperative Learning Model with Multi-Representation Based Worksheet on Students’ Critical Thinking


Ita Nurussofi , I Ketut Mahardika , Aris Singgih Budiarso






Vol. 3 No. 2 (2022): October


Think Pair Share, Learning model, Multirepresentation based worksheet, Critical thinking, Learning outcome



How to Cite

Nurussofi, I., Mahardika, I. K. ., & Budiarso, A. S. . (2022). The Impact of the Think Pair Share Cooperative Learning Model with Multi-Representation Based Worksheet on Students’ Critical Thinking. Journal of Science and Science Education, 3(2), 110–114.


Download data is not yet available.


This study aimed to see how Think Pair Share (TPS) learning model combined with multi-representation-based student worksheet affected junior high school students' critical thinking abilities and learning outcomes. This type of research is a quasi-experimental design with a non-equivalent control group. The population in this study was all class VII MTsN 4 Banyuwangi (2021/2022). Data collection techniques using test observation, interviews, and documentation. The data analysis technique used a normality test and Independent Sample T-test with the help of SPSS 25 software. Following is the study's finding: (1) The TPS learning paradigm considerably impacts critical thinking skills, as evidenced by the experimental class's average critical thinking score increasing from 22.28 to 58.96; (2) Students in the experimental class form those in the control class in science. The experimental class's average learning outcome is 52, whereas the control class's average is 35.6. TPS learning paradigm has a considerable influence on critical thinking abilities and learning.


Afoan, M. Y., Sepe, F., & Djalo, A. (2016). Efektivitas Penerapan Model Pembelajaran TPS Terhadap Hasil Belajar Dan Aktivitas Siswa Pada Materi Sistem Pernapasan Manusia. Jurnal Pendidikan. 1(1): 2054-2058. Retrieved from

Arends, R.I. (2013). Belajar Untuk Mengajar. Terjemahan oleh Made Frida Yulia. Jakarta: Salemba Humanika.

Budiarso, A. S., Sutarto, Mahardika, I. K., Putra, P. D. A., Sari, D. N. I., & Laela, F. N. (2022). The Validity and Practicality of the Contextual Analysis of Science and Laboratory Problems (CANLABS) Learning Model in Science Learning. Jurnal Penelitian Pendidikan IPA. 8(1): 94-102.

Doyan, A., Taufik, M., & Anjani, R. (2018). Pengaruh Pendekatan Multirepresentasi Terhadap Hasil Belajar Fisika Ditinjau Dari Motivasi Belajar Peserta Didik. Jurnal Penelitian Pendidikan IPA. 4(1):35-45.

Firdaus, M., & Wilujeng, I. (2018). Pengembangan LKPD Inkuiri Terbimbing Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik. Jurnal Inovasi Pendidikan IPA. 4(1): 27-40. Retrieved from

Husen, A., Indrawati, S.E., & Lestari, U. (2017). Peningkatan Kemampuan Berpikir Kritis Dan Keterampilan Proses Sains Siswa SMA Melalui Implementasi Problem Based Learning Dipadu Think Pair Share. Jurnal Pendidikan. 2(6): 853-860.

Kusumastuti, R. P., Rusilowati, A., & Nugroho, S.E. (2019). Pengaruh Keterampilan Berpikir Kritis Terhadap Literasi Sains Siswa. Unnes Physics Education Journal. 8 (3): 256-261.

Nurkhaliza, G. N., Hamid, A., & Suharto, B. (2018). Meningkatkan Berpikir Kritis Melalui Model Cooperative Script Dikolaborasi Dengan Model Think Pair Share (TPS) Berbantuan LKPD Level Representasi Kimia Materi Larutan Penyangga. JCAE. 2(01): 25-32.

Purnama, D. I., Hermawan, R., & Mulyasar, E. (2020). Penerapan Pembelajaran Kooperatif Tipe TPS Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. JPGSD. 05 (02): 74-87.

Rahayuni, G. (2016). Hubungan Keterampilan Berpikir Kritis Dan Literasi Sains Pada Pembelajaran IPA Terpadu Dengan Model PBM dan STM. Jurnal Penelitian dan Pembelajaran IPA. 2(2): 131-146.

Sari, IP., Sutarto, Mudakir, I., Supeno., & Budiarso, A. S. (2020). Instructional Materials for Optical Mater Based On STEM-CP (Science, Technology, Engineering, Mathematics-Contextual Problem) to Increase Student Critical Thinking Skills in High School. Journal of Physics: Conference Series. 1563: 1-7.

Sariningrum, M. I., Mahardika, I. K., & Supriadi, B. (2017). Pembelajaran Kooperatif Tipe TTW (Think Talk Write) Disertai LKS Berbasis Multirepresentasi Dalam Pembelajaran Fisika di SMA. Jurnal Pembelajaran Fisika. 5(4): 378-388. Retrieved from

Schleicher, A. (2019). PISA 2018: Insight and Interpretations. OECD Publishing. Retrieved from

Wicaksono, B., Sagita, L., & Nugroho, W. (2017). Model Pembelajaran Group Investigation (GI) Dan Think Pair Share (TPS) Terhadap Kemampuan Berpikir Kritis. Aksioma. 8(2): 1-8.

Wicaksono, I., Supeno., dan Budiarso, A. S. (2020). Validity and Particality of the Biotechnology Series Laerning Model to Concept Mastery and Scientific Creativity. Internasional Journal of Instruction. 13(3): 157-170.

Wijaya, E. Y., Sudjimat, D. A., dan Nyoto, A. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia Di Era Global. Prosiding Seminar Nasional Pendidikan Matematika.1.Universitas Kanjuruhan Malang: 263-278.

Author Biographies

Ita Nurussofi, Universitas Jember

I Ketut Mahardika, University of Jember

Aris Singgih Budiarso, University of Jember


Copyright (c) 2022 Ita Nurussofi, I Ketut Mahardika, Aris Singgih Budiarso

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Journal of Science and Science Education, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution 4.0 International (CC BY 4.0). This license allows authors to use all articles, data sets, graphics and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Science and Science Education.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).