The Effect of the Think Pair Share Learning Model on Fourth-Grade Students' Critical Thinking Skills in IPAS at Elementary School

Abstract

Critical thinking is an essential competency in elementary science education, enabling students to analyze information, provide reasoned arguments, and make logical decisions. This study examined differences in students’ critical thinking skills after instruction using the Think Pair Share (TPS) and Numbered Heads Together (NHT) models in Grade IV science at SDN 5 Jatimulyo, South Lampung, Indonesia. Conducted in August–September 2026, the study employed a quantitative, quasi-experimental, non-equivalent control group design. The participants were 72 students: 35 in the TPS group and 37 in the NHT group. Data were collected using a critical thinking skills test and analyzed through descriptive statistics, prerequisite tests, an independent-samples t-test, and Cohen’s d. Grounded in Vygotsky’s social constructivist theory, the learning models emphasize the construction of knowledge through social interaction and collaboration. The results showed higher mean posttest scores and N-Gain in the TPS group (59.71; 0.20) than in the NHT group (43.33; −0.04). Significant differences were found in posttest scores (p=0.012) and N-Gain (p=0.037), with a moderate effect size (d=0.503).