The Effect of the Think-Pair-Share (TPS) Learning Model on the Learning Motivation of Christian Religious Education and Character Education for Eighth-Grade Students at UPT SMP Negeri 024 Sihonongan - Humbang Hasundutan Regency

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Published: 2025-09-30
Keywords:
Think-Pair-Share, Learning Model, Student, Articulation Learning Model, Christian Religious Education , Students’ Character

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Desi Purnama Simangunsong
Institut Agama Kristen Negeri Tarutung
Nisma Simorangkir
Institut Agama Kristen Negeri Tarutung
Ordekoria Saragih
Institut Agama Kristen Negeri Tarutung
Rusmauli Simbolon
Institut Agama Kristen Negeri Tarutung

Abstract

This study aims to examine the effect of the Think-Pair-Share (TPS) learning model on the learning motivation of Christian Religious Education and Character Education for eighth-grade students at UPT SMP Negeri 024 Sihonongan, Humbang Hasundutan Regency, during the 2025/2026 academic year. The research employed a quantitative method with a pre-experimental design, specifically a One-Group Pretest-Posttest Design. The population consisted of all eighth-grade Protestant students at UPT SMP Negeri 024 Sihonongan, totaling 144 students, from which a purposive sample of 30 students was selected. The research instrument consisted of a 25-item questionnaire. Data analysis indicated that the sample was normally distributed and homogeneous. This was demonstrated by the following results: 1) Normality test for the pretest showed Lcount < Lcount (0.148 < 0.161), and for the posttest, Lcount < Ltable (0.086 < 0.161); 2) Homogeneity of variance test yielded Fcount < Ftable (1.18 < 2.03); 3) Hypothesis testing showed tcount = 11.269 > ttable (α = 0.05; df = n - 1 = 29) = 2.045, indicating that H0 was rejected and Ha was accepted. Based on these results, it can be concluded that the Think-Pair-Share (TPS) learning model has a significant effect on the learning motivation of Christian Religious Education and Character Education among eighth-grade students at UPT SMP Negeri 024 Sihonongan, Humbang Hasundutan Regency, in the 2025/2026 academic year.

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Vol. 1 No. 2 (2025)

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Articles
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