Enhancing Elementary School Students’ Free Poetry Writing Skills through the Think Pair Share Cooperative Learning Model
Abstract
This study aims to improve the free poetry writing skills of fifth-grade students at SDN 153 Sukadamai, North Luwu Regency, through the Think Pair Share (TPS) model. The type of research used is Classroom Action Research (CAR) based on the Kemmis & McTaggart model, conducted in three meetings, including the administration of tests. The research subjects consisted of 11 male and 11 female students. Data collection techniques were carried out through observation and tests, with instruments including a learning implementation observation sheet, a student activity observation sheet, and a free poetry writing skills test. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The results showed an improvement in the implementation of learning, student activities, and student learning outcomes. In Cycle I, the implementation of learning reached 86% (very good category), student activity was 79.9% (good category), and learning mastery reached 64% with an average score of 73.3 (moderate category). After improvements were made in Cycle II, the implementation of learning increased to 97.7% (very good category), student activity reached 97.7% (very good category), and learning mastery improved to 86% with an average score of 84.9. Thus, the Think Pair Share model has been proven to improve students’ free poetry writing skills while fostering active, collaborative learning and enhancing students’ self-confidence.
References
Albesher, K. B. (2024). The effect of Google-mediated collaborative writing on English as a second language students’ global and local writing features. SAGE Open. https://doi.org/10.1177/21582440241290034
Anggraini, R. (2024). Pengaruh model pembelajaran kooperatif tipe think pair share (TPS) terhadap kemampuan menulis puisi kelas VIII SMP Muhammadiyah 47 Sunggal tahun pembelajaran 2023/2024. Jurnal Multidisiplin Ilmu Akademik, 1(4), 599–611.
Ansori, Y. Z. (2023). Media publikasi pada bidang pendidikan dasar. Jurnal Cakrawala Pendas, 5(2), 110–115.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://ro.ecu.edu.au/ajte/vol41/iss3/3/
Graham, S., Harris, K. R., & Santangelo, T. (2018). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis. The Elementary School Journal, 118(4), 498–522. https://doi.org/10.1086/696944
Istiqoh, N. (2020). Peningkatan kemampuan menulis pantun dengan model think pair share di kelas VII-A MTs Pesantren Pembangunan Majenang Kabupaten Cilacap tahun pembelajaran 2018/2019. Jurnal Diksatrasia, 4(1), 22–29.
Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). Pearson Education.
Kamil, V. R., Arief, D., Miaz, Y., & Rifma. (2021). Pengaruh penggunaan model pembelajaran kooperatif tipe think pair share terhadap motivasi dan hasil belajar siswa kelas VI. Jurnal Basicedu, 5(6), 6025–6033.
Landrieu, Y., De Smedt, F., Van Keer, H., & De Wever, B. (2024). Argumentation in collaboration: The impact of explicit instruction and collaborative writing on students’ writing performance. Reading and Writing, 37, 1407–1434. https://doi.org/10.1007/s11145-023-10439-x
Mubin, M., & Aryanto, S. J. (2024). Pembelajaran bahasa Indonesia di sekolah dasar. Edu Cendikia: Jurnal Ilmiah Kependidikan, 3(03), 554–559. https://doi.org/10.47709/educendikia.v3i03.3429
Palinah, Tobroni, & Sholeh, M. (2025). Penerapan model think pair share dalam pembelajaran menulis puisi pada siswa kelas X SMA Negeri 1 Suranenggala tahun pelajaran 2024/2025. Jurnal Ilmiah Pendidikan Dasar, 10(02), 282–293.
Purwanti, C., Sutama, I. M., Dewantara, P. M., & Wirahyuni, K. (2024). The implementation of Think Pair Share to improve students’ writing skills. Journal of Education Research. https://jer.or.id/index.php/jer/article/view/1811
Putri, E. V., & Winanto, A. (2023). Model pembelajaran think pair share dengan media video untuk meningkatkan hasil belajar bahasa Indonesia siswa. Jurnal Educatio, 9(3), 1302–1307. https://doi.org/10.31949/educatio.v9i3.5597
Sang, Z., & Zou, W. (2023). The effect of joint production on the accuracy and complexity of second language writing. Journal of Psycholinguistic Research, 52, 425–443. https://doi.org/10.1007/s10936-022-09882-8
Sari, D., Rahmawati, L., & Nugroho, A. (2024). Cooperative learning and academic writing skills: An application of the collective working memory effect. Education Sciences, 15(10), 1392. https://doi.org/10.3390/educsci15101392
Sarumaha, C. R. (2023). Kemampuan menulis puisi bebas siswa kelas VIII SMP Negeri 1 Fanayama. Jurnal Ilmiah Mahasiswa Keguruan, 2(2), 336–346. https://jurnal.uniraya.ac.id/index.php/FAGURU
Septy, A. P., Angelina, Y., & Adzanil, F. N. (2025). Students’ collaborative learning strategy of think-pair-share toward writing skill improvement. Journal of Education and Culture.
Storch, N. (2017). Collaborative writing in second language contexts. Journal of Second Language Writing, 36, 1–7. https://doi.org/10.1016/j.jslw.2017.02.002
Teng, M. F. (2022). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education, 42(2), 179–195. https://doi.org/10.1080/02188791.2020.1835606
Umaira, D. R., Khalik, S., Rasyid, R. E., & Ecca, S. (2022). Efektivitas model think pair share terhadap hasil belajar siswa. Cakrawala Indonesia, 2(2), 105–112.
Wasiatin, Sariban, & Sutardi. (2025). Penerapan model pembelajaran kooperatif tipe think pair share (TPS) pada pembelajaran menulis puisi siswa kelas V sekolah dasar. LISTRA: Jurnal Linguistik Sastra Terapan, 2(3), 99–107.
Zou, D., Xie, H., & Wang, F. L. (2023). Effects of technology-enhanced peer, teacher and self-feedback on students’ collaborative writing. Journal of Computing in Higher Education, 35, 166–185. https://doi.org/10.1007/s12528-022-09337-y
Copyright (c) 2026 Reinandha Pratiwi, Sunardin Sunardin, Paldy Paldy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in Meurunoe: Jurnal Pendidikan dan Pengajaran agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Acces)
