The motivational impact of numeracy-based think pair share in elementary science education

Abdur Rahman Saleh; Hermanto Hermanto; Agus Wijaksono

doi:10.65881/innovation.v1i2.238

Authors

Abdur Rahman Saleh Universitas Bakti Indonesia, Banyuwangi, Jawa Timur, Indonesia Author
Hermanto Hermanto Universitas Bakti Indonesia, Banyuwangi, Jawa Timur, Indonesia Author
Agus Wijaksono Universitas Bakti Indonesia, Banyuwangi, Jawa Timur, Indonesia Author

DOI:

https://doi.org/10.65881/innovation.v1i2.238

Keywords:

numeracy literacy, think pair share, learning motivation, elementary education, ipas

Abstract

Purpose: to examine the effectiveness of numeracy-based think-pair-share (TPS) in improving grade V students’ learning motivation in IPAS compared with conventional instruction.

Method: this study used a quasi-experimental design with 20 grade V students in experimental and control groups. Data were collected through pretest and posttest motivation questionnaires and analyzed using N-Gain.

Findings: showed that numeracy-based TPS improved students’ learning motivation, with a mean increase of 21.39 points and an N-Gain of 0.68, compared with 10.12 points and an N-Gain of 0.32 in the control group. These findings suggest that numeracy-based TPS is a promising approach to enhancing motivation in elementary IPAS learning.

Implications: this study highlights the potential of numeracy-based TPS as an innovative instructional strategy to enhance student motivation through active participation, peer collaboration, and meaningful numeracy activities in elementary IPAS learning.

Originality: lies in integrating numeracy literacy with the think-pair-share (TPS) model to enhance students’ learning motivation in elementary IPAS, an approach that remains limited in previous research.