The Effectiveness of Think Pair Share in Enhancing Students’ Self-Confidence as an Indicator of Learning Independence in Islamic Religious Education at Vocational High Schools
DOI:
https://doi.org/10.54180/elbanat.2025.15.2.699-713Keywords:
Think Pair Share, Self-regulated Learning, Vocational High SchoolAbstract
Islamic Religious Education (IRE) learning in Vocational High Schools (VHS) is ideally expected to foster students’ learning independence, particularly in terms of self-confidence, initiative, and learning responsibility. However, the reality of instructional practices at SMK Negeri 5 Bandar Lampung indicates that students’ learning independence remains low, as reflected in the dominance of lecture-based teaching methods, limited active student participation, and students’ lack of confidence in expressing their opinions. This condition necessitates the implementation of learning models that are capable of encouraging students to learn independently and confidently.This study aims to analyze the effectiveness of the Think-Pair-Share (TPS) learning model in improving students’ learning independence in Islamic Religious Education, with a primary focus on the self-confidence indicator. The research employed a quantitative approach using a quasi-experimental design involving two classes: an experimental class implementing the TPS model and a control class applying conventional teaching methods. The research instrument consisted of a learning independence questionnaire that had been tested for validity and reliability, yielding a Cronbach’s Alpha coefficient of 0.812. Data were analyzed using normality tests, homogeneity tests, and an independent samples t-test. The results indicated that the data were normally distributed but exhibited non-homogeneous variances. The t-test produced a significance value of 0.023 (p < 0.05), indicating a statistically significant difference in learning independence between the experimental and control groups. These findings demonstrate that the implementation of the TPS model is effective in enhancing students’ learning independence, particularly in terms of self-confidence. Therefore, TPS can be considered an alternative instructional strategy in Islamic Religious Education that not only increases academic participation but also fosters independent and confident learning characteristics among vocational high school students.
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