Think Pair Share Assisted by Educaplay to Improve Science Learning Outcomes of Fourth Grade Elementary School Students

Abstract

Elementary science and social science (IPAS) learning requires instructional strategies that integrate active engagement, social interaction, and digital learning media. This study aimed to analyze improvements in fourth-grade students’ IPAS learning outcomes through Educaplay-assisted Think Pair Share (TPS) and compare them with conventional instruction. A quantitative approach with a nonequivalent pretest-posttest control group quasi-experimental design was employed. The participants were 26 fourth-grade students at SDN 116 Enrekang, comprising 13 students in the experimental group and 13 in the control group. The intervention was conducted over eight sessions, excluding the pretest and posttest, focusing on Light and Its Properties. Data were collected through learning achievement tests and observations of instructional implementation and analyzed using descriptive statistics, normality and homogeneity tests, between-group comparisons, and N-gain analysis. The results showed that all students in the experimental group achieved the minimum mastery criterion, compared with 12 students in the control group. Posttest and N-gain analyses revealed significant differences between the groups (p < .05). The implementation of Educaplay-assisted TPS reached 92.8%, categorized as very good. These findings indicate that integrating TPS with Educaplay offers a promising interactive and collaborative approach to supporting conceptual learning in elementary IPAS.