Analysis of the Development of Pancasila Education Learning through the Cooperative Learning Model Think Pair Share (TPS) for Third-Grade Students of MI Miftahul Falah

This study was conducted based on teaching experiences from the initial meetings in the Grade III Pancasila Education class at MIS Miftahul Falah, where low student engagement, limited cooperation, and a tendency for some students to dominate discussions were observed. In response to these conditions, the researcher implemented the cooperative learning model Think Pair Share (TPS) in subsequent meetings to enhance students' participation and collaboration during learning activities. This study aims to analyze the effectiveness of TPS-based instructional development in improving students' participation, cooperative behavior, and understanding of Pancasila material. The research employed a descriptive qualitative method involving classroom observations, interviews with the teacher, and documentation of learning activities. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the use of TPS had a positive impact: students become more confident in expressing their ideas, more actively involved in discussions, and more capable of working collaboratively. In addition, their understanding of the material improved as they were given opportunities to think independently, discuss in pairs, and share their ideas with the class. Overall, the TPS model can be considered an effective alternative for enhancing Pancasila Education learning at MIS.