A Study of Learning Achievement after the Application of Think Pair

Share Techniques (TPS) in Arabic Language Learning Domain for Ban

Sungai Bala School’s Fourth-Grade Students of Islamic Primary School
(IBTIDAIH)

This study aims to study an instructional model of Think Pair Share

technique (TPS) for promoting Arabic Language Learning Domain’s learning
achievement of the fourth-grade Islamic primary students of Ban Sungai Bala
school. The samples are 21 fourth-grade students of the school, resulted from
the purposive sampling which was conducted during the second semester of
2562 academic year. The tools used in the study’s experiment include three
designs of the Think Pair Share instructional model regarding 1) noun, 2) verb,
and 3) preposition. The concluded mean value of all the instructional models is
0.88, as a result of the means calculated from the Index of Item Objective
Congruence (IOC) between the model and learning objectives, which are
0.920.83 and 0.89 respectively. And the IOC mean value of the Think Pair Share
learning achievement test is 0.96. Both of the mean values are regarded as
valid. Statistics employed in the study are mean, percentage, standard
deviation and t-test.

The followings are the findings: Concerning relative development, the analysis of
pre-test (with 15.24 mean value) and post-test (with 23.38 mean value) reveals that out
of 21, nine students (or 42.85 %) are at the middle stage of academic achievement
development, scoring between 26 to 50. Congruently, 12 students (or 57.15%), whose
relative development scores are between 51 to 75, academically achieve the high stage
of development. Determined by t-test, the mean’s difference value after the application
of Think Pair Share is higher than that before the application, with a statistically
significant level of 0.001.

Keywords: Learning achievement, Arabic language, Think Pair Share technique