THE EFFECTIVENESS OF THINK PAIR SHARE (TPS) IN ENHANCING STUDENTS’ SELF-CONFIDENCE AS AN INDICATOR OF LEARNING INDEPENDENCE IN ISLAMIC RELIGIOUS EDUCATION AT VOCATIONAL HIGH SCHOOLS

JENY, ALMIRA (2026) THE EFFECTIVENESS OF THINK PAIR SHARE (TPS) IN ENHANCING STUDENTS’ SELF-CONFIDENCE AS AN INDICATOR OF LEARNING INDEPENDENCE IN ISLAMIC RELIGIOUS EDUCATION AT VOCATIONAL HIGH SCHOOLS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Menengah Kejuruan (SMK) idealnya mampu menumbuhkan kemandirian belajar peserta didik, terutama pada aspek percaya diri, inisiatif, dan tanggung jawab belajar. Namun, realitas pembelajaran di SMK Negeri 5 Bandar Lampung menunjukkan bahwa kemandirian belajar siswa masih rendah, ditandai dengan dominannya metode ceramah, minimnya partisipasi aktif siswa, serta rendahnya keberanian siswa dalam mengemukakan pendapat. Kondisi tersebut menuntut penerapan model pembelajaran yang mampu mendorong siswa belajar secara mandiri dan percaya diri. Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran Think Pair Share (TPS) terhadap peningkatan kemandirian belajar siswa pada mata pelajaran PAI, dengan fokus utama pada indikator percaya diri. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi experiment) yang melibatkan dua kelas, yaitu kelas eksperimen yang menerapkan TPS dan kelas kontrol yang menggunakan metode konvensional. Instrumen penelitian berupa angket kemandirian belajar yang telah diuji validitas dan reliabilitasnya, dengan nilai Cronbach‟s Alpha sebesar 0,812. Data dianalisis melalui uji normalitas, uji homogenitas, dan uji Independent Sample t-test. Hasil analisis menunjukkan bahwa data berdistribusi normal, namun memiliki varians yang tidak homogen. Uji t menghasilkan nilai signifikansi 0,023 (<0,05), yang mengindikasikan adanya perbedaan signifikan kemandirian belajar antara kelas eksperimen dan kelas kontrol. Temuan ini menunjukkan bahwa penerapan model TPS efektif meningkatkan kemandirian belajar siswa, khususnya pada aspek percaya diri. Dengan demikian, TPS dapat dijadikan sebagai alternatif strategi pembelajaran PAI yang tidak hanya meningkatkan partisipasi akademik, tetapi juga membentuk karakter belajar mandiri dan percaya diri pada siswa SMK. Kata Kunci : Think Pair Share; Kemandirian Belajar; Sekolah Menengah Kejuruan. iv ABSTRACT Islamic Religious Education (Pendidikan Agama Islam/PAI) learning in Vocational High Schools (Sekolah Menengah Kejuruan/SMK) is ideally expected to foster students‟ learning autonomy, particularly in terms of self-confidence, initiative, and learning responsibility. However, the learning reality at SMK Negeri 5 Bandar Lampung indicates that students‟ learning autonomy remains low, as reflected by the dominance of lecture-based methods, minimal active student participation, and students‟ lack of confidence in expressing their opinions. This condition necessitates the implementation of a learning model that is 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 autonomy in the Islamic Religious Education subject, 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 that implemented the TPS model and a control class that applied conventional teaching methods. The research instrument was a learning autonomy questionnaire that had been tested for validity and reliability, with a Cronbach‟s Alpha value of 0.812. Data were analyzed using the normality test, homogeneity test, and Independent Samples t-test. The results of the analysis showed that the data were normally distributed but had non-homogeneous variances. The t-test produced a significance value of 0.023 (p < 0.05), indicating a significant difference in learning autonomy between the experimental class and the control class. These findings demonstrate that the implementation of the TPS model is effective in enhancing students‟ learning autonomy, particularly in terms of self-confidence. Therefore, the TPS model can be used as an alternative instructional strategy in Islamic Religious Education that not only increases academic participation but also fosters independent and self-confident learning character among vocational high school students. Keywords: Think Pair Share; Learning Autonomy; Vocational High School

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