135   

Vol. 4 No. 2, 2018; pp. 135-142 
ISSN: 2442-3750 (print); ISSN: 2527-6204 (online) 

http://ejournal.umm.ac.id/index.php/jpbi 
                                   

Received: 09/03/2018  
Revised: 26/06/2018 

Accepted: 09/07/2018  

 

JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) 

Indonesian Journal of Biology Education 

Citation: Yaqin, M. A., Indriwati, S. E. & Susilo, H. (2018). Think-pair-square learning: Improving 

student’s collaborative skills and cognitive learning outcome on animal diversity course. JPBI (Jurnal 

Pendidikan Biologi Indonesia), 4(2), 135-142. https://doi.org/10.22219/jpbi.v4i2.5514 

  

 

 

THINK-PAIR-SQUARE LEARNING: IMPROVING STUDENT’S 

COLLABORATIVE SKILLS AND COGNITIVE LEARNING OUTCOME ON 

ANIMAL DIVERSITY COURSE 

 
Mustafa Ainul Yaqin1,*, Sri Endah Indriwati2, and Herawati Susilo2 

1Postgraduate-Biology Education, State University of Malang, Malang, East Java, Indonesia  
2Biology Department, State University of Malang, Malang, East Java, Indonesia 

*Corresponding email: mustafaainul226@gmail.com 

 

 
ABSTRACT 

Empowering collaborative skills and optimizing learning outcomes are essential goals in every course. 

The aim of this study was to determine the effect of Think-Pair-Square (TPS) learning model on student 

collaborative skills and their cognitive learning outcomes. This study was Lesson-Study-based Classroom 

Action Research (CAR) carried out in two cycles. The subjects of this study consisted of 32 students who 

took Animal Diversity course. The CAR consisted of four phases i.e. planning, action, observation, and 

reflection. At the action phase, LS was conducted and consist of Plan, Do, and See. The instruments used 

were LS observation sheet, collaborative observation sheet, and cognitive test. The observation and test 

results of the both cycles were calculated and compared each other. There were improvements in the both 

student’s collaborative skills and cognitive learning outcome as high as 14% and 7.56, respectively. 

Therefore, TPS model can strengthen the student’s collaborative skills and cognitive learning outcome. 

 

Keywords:  cognitive learning outcome; collaborative skills; Think-Pair-Square 

 

 
© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia 

 

 

INTRODUCTION 

 

Education is a process that facilitates a 

person or group of people to gain knowledge, 

skills, and attitudes. Education can be managed 

in formal or informal setting. Formal education 

is divided into several levels, namely early 

childhood education and kindergarten, 

elementary school, secondary school, and 

higher education. Some levels of formal 

education can be experienced in various 

educational institutions, both public and private.  

The purpose of various educational 

institutions in carrying out the process of 

education is to develop the nation intellectual 

life. By achieving the goal, the community can 

build a nation with good moral through 

education. To meet these objectives, not only 

does the learning process need to emphasize the 

concept understanding which is reflected in 

learning outcomes (Fauzi, 2013; Sukmawati, 

Ramadani, Fauzi, & Corebima, 2015), but it 

also should ensure the empowerment of skills 

needed in 21st century era, such as 

metacognition (Ramadani, Fauzi, Sukmawati, 

& Corebima, 2015), critical thinking skills, and 

collaborative skills (Ladd et al., 2014). 

Collaboration is one of social interaction 

form in society. Thus, the skills needed in the 

interaction must be possessed by students as 

they graduated (Huang et al., 2010; Ouellet, 

Sabbagh, Bergeron, Mayer, & St-Onge, 2016). 

Consequently, the efforts in empowering 

collaborative skills is essential. One of the 

learning conditions support the efforts is by 

setting the students to face some communal 

problems. 

However, based on the observation results 

toward B class students in 2016 academic year 

of the State University of Malang on animal 

biodiversity course on September 30, 2017, the 

ability of students during working in their 

teamwork was relatively limited. Yet the 

students solved the problem given without any 

discussion. This evidence indicated that the 

students’ collaborative skills were not 

empowered yet. These skills belong to social 

behavior for students in which important to be 

developed in their social life. Thus, it is 

necessary to design the learning which develop 

https://doi.org/10.22219/jpbi.v4i2.5514


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136     Think-Pair-Square learning …. 

the skills through observing and improving the 

learning process itself. 

Problems that arise in the learning process, 

including problem in empowering some 

important skills, is a condition that must be 

solved by educators. The effort to overcome 

this kind of learning problem is aimed to 

increase the learning process. In overcoming 

various problems that arise, various ways can 

be used as solutions to solving the problem. 

Various solutions have been reported could 

solve learning problem in biology learning, 

such as through the development of learning 

media or learning source (Fauzi, 2017; 

Widiansyah, Indriwati, Munzil, & Fauzi, 2018), 

the use of model organisms (Fauzi & Corebima, 

2016c, 2016a, 2016b), the application of 

research activities in the learning process 

(Fauzi, Corebima, & Zubaidah, 2016; Fauzi & 

Ramadani, 2017), as well as the application of 

cooperative learning (Fauzi, 2013; Ramadani et 

al., 2015). 

Cooperative learning is learning model that 

classifies students with the aim of creating a 

learning condition that effectively facilitate the 

improvement of social skills (Lavasani, Afzali, 

& Afzali, 2011; Lie, 2005; Strebe, 2013; 

Suprijono, 2009). The advantages of 

implementing cooperative learning are to give 

opportunities to students to express and discuss 

the learning material. The cooperative learning 

is a learning form that covering all types of 

group learning. Through cooperative learning, 

the teacher assigns tasks and questions and 

provides materials and design information to 

help students to solve the problem. 

Think-Pair-Square (TPS) learning model is 

the modification of Think Pair Share model that 

developed by Spencer Kagan (Fisher & Frey, 

2014; Lapp & Moss, 2012; Strebe, 2013). TPS 

provides students the opportunity to work on 

their own and work with the others. The syntax 

of TPS is basically similar as Think Pair Share. 

First, the students think for themselves. Second, 

the students discuss with their partner. Finally, 

the students make a group that consists of four 

members to solve the existing problems. Due to 

the possibility of conduct problem solving 

activities during learning process, TPS probably 

can facilitate the improvement of students’ 

collabarotaive skills. Some previous studies 

used this cooperative learning as the alternative 

solution to solve the problem in the learning 

process (Erra, Portnova, & Scanniello, 2010; 

Erra & Scanniello, 2011; Karyawati, Murda, & 

Widiana, 2014; Magsino, 2014; Scanniello & 

Erra, 2014; Tahueyo, Martawijaya, & Azis, 

2013)  

Beside collaborative skills, learning 

outcomes are one of the goals to be achieved in 

the learning process (Buku, Mite, Fauzi, 

Widiansyah, & Anugerah, 2015; Fauzi, 2013; 

Ramadani et al., 2015). The results achieved by 

the students give an information about the 

position of their academic success compared to 

others. Learning outcomes can be measured 

through tests that are often known as learning 

result tests. Moreover, the result of the test can 

reveal the quality of the learning.  

Previous reports have reported the potency 

of implementing TPS in classroom learning. 

Several previous studies informed the 

implementation of TPS can improve student 

comprehension of learning material (Bennett, 

2012; Hermiati, 2017). Several other reports 

have reported that the application of this 

learning model may improve critical thinking 

skills (Sumaryati & Sumarmo, 2013), creative 

thinking skills (Utami, 2014), communication 

skills (Talat & Chaudhry, 2014), and learning 

outcomes (Isharyadi, 2015; Januartini, Agustini, 

& Sindu, 2016; Karyawati et al., 2014; Tahueyo 

et al., 2013), beside also have impact on 

students’ participation  (Zainollah, 2014) and 

students’ motivation (Januartini et al., 2016) 

during learning process. However, no reports 

have reported the application of TPS as a 

solution to improve learning outcomes as well 

as students' collaborative skills. In fact, the 

stages of the learning process in this model 

facilitate students to empower their 

collaborative skills.  

Based on the problems found in the Animal 

Biodiversity Class and based on the potency of 

TPS model in empowering the learning 

outcomes and collaborative skills, classroom 

action research (CAR) would be conducted in 

the B class that followed Animal Biodiversity 

course. Moreover, Several recent CAR reports 

have informed that LS-based CAR 

implementation can provide the learning 

process more optimally (Buku et al., 2015; 

Mustofa et al., 2016). Therefore, in order to 

improve the learning process, lesson study 

would also be conducted on this CAR 

   

METHOD 

 

This study is a Lesson Study based-

Classroom Action Research (LS-based CAR). 



Yaqin et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (2) (2018) pp. 135-142 

 

      Think-Pair-Share learning ….     137 

The research was conducted in the Department 

of Biology Education, the State University of 

Malang in Animal Biodiversity Course. The 

research subjects were B class students in 2016 

academic year. This CAR consists of two 

cycles, the first cycle consists of three meetings, 

while the second cycle consists of four 

meetings. The course material taught in cycle 1 

was “Low Cordata”, while in cycle 2 was 

“Mammalia”. 

Each CAR cycle consists of four phases, 

namely planning, action, observation, and 

reflection. Meanwhile, LS was composed of 

three phases, namely plan, do, and see. In the 

planning phase, the lecturers collaborate with 

LS members to design the lecture plan and 

arrange the lecture plan at the next meeting. 

The lecture plan is focused on the student-

centered learning process. Learning model that 

was planned in this research was TPS. Learning 

phase in this model was: 1) “Thinking”, the 
lecturer asks a question or issue related to the 

lesson and asks the students to think 

independently to solve the issue; 2) “Pairing”, 

the lecturer asks the students to pair up and 

discuss what they think. Interactions during this 

period can facilitate the students to share their 

answers to their teammate; 3) “Square”, in this 

final step, the lecturer asks both of partners to 

meet again in a group of four. The students 

have the opportunity to share their work in a 

group of four. 

In the do phase, there were two main 

activities, namely: (1) learning activities 

conducted by lecturers that practice the lesson 

plans that have been prepared together, and (2) 

observation activities conducted by other LS 

members. At the see phase, LS members review 

the lecture process that has been implemented 

and the proposed improvement of the next 

meeting. 

The research instruments used include of; 1) 

observation sheets of LS activities; 2) 

collaboration skill observation sheet; and 3) 

cognitive tests. The second and third 

instruments were used as a means of collecting 

data on collaborative skills and student learning 

outcomes. Therefore, the collaborative skills 

data were obtained from observation result by 

the observer and cognitive learning outcomes 

data were obtained from the test result. Some of 

the indicators used in scoring collaborative 

skills, were 1) positive interdependence; 2) 

face-to-face promotive interaction; 3) individual 

accountability and personal responsibility; 4) 

interpersonal and small group skills; and 5) 

group processing. The results of the 

collaborative skill assessment observation were 

analyzed by using Formula 1 (Purwanto, 2014). 

 

Np = (R/SM) x 100%         (1) 
 

Information: 

Np : percentage rate of achievement 

  collaborative skills 

R : the total score of all obtained points  

SM : the maximum score of the total points 

 

At the end of CAR cycle, both collaborative 

skill and cognitive learning outcomes were 

analyzed to know the improvement of those 

parameters from cycle 1 to cycle 2. 

 
RESULTS AND DISCUSSION 

 

The calculation of students’ 

collaborative skill at Cycle 1 and Cycle 2 can 

be seen in Table 1 and Table 2. 

 
Table 1. The average score of all the collaboration 

skills in cycle 1 and cycle 2 

Cycles 
Average 

(%) 
Deviation Conclusion 

1 79 - - 

2 92 14 Increasing 

 
Table 2. The calculation results of collaborative 

skill in cycles 1 and 2 

Collaboration skill 
Cycle 

1 (%) 

Cycle 

2 (%) 

Positif interdependence 80 87 

Face-to-face promotive 

interaction 
86 96 

Individual accountability and 

personal responsibility 
88 96 

Interpersonal and small group 

skills 
80 95 

Group processing 61 88 

 
Based on Table 1, student’s collaborative 

skills scores increased by 14% from cycle 1 to 

cycle 2. Furthermore, based on Table 2, 

improvement of students' collaborative skills 

occurred in each indicator. Each indicator has 

increased more than 5% and the indicator 

"group processing" is an indicator that the 

greatest increase, from 61% to 88%. 

The results of this study are in line with 

some previous research reports that also used 

cooperative learning model (Ding et al., 2014; 

Talat & Chaudhry, 2014). The improvement of 



Yaqin et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (2) (2018) pp. 135-142 

 

138     Think-Pair-Square learning …. 

collaborative skills through cooperative 

learning due to in this learning students are 

divided into small groups, whereas each group 

member has different abilities. Each member of 

the group is responsible not only for learning 

the material but also learning to help friends in 

one group.  

Related to the implementation of TPS, the 

increasing of collaborative skills from cycle 1 

to cycle 2 shows that the TPS learning model 

could empower the students' skills in the 

collaborating with each other.  In collaborative 

skills, several skills related to the collaboration 

process among students is required. In 

connection with this, several previous reports 

reported that the application of TPS learning 

model is able to empower and improve students' 

communication skills (Talat & Chaudhry, 2014; 

Zainollah, 2014), students’ social skills 

(Apriliyani, Wasis, & Supardi, 2015), as well as 

speaking skills (Lubis, 2014).  

If TPS is analyzed in more depth, in this 

learning model, students’ collaborative skills 

can be raised at every stage of the TPS learning 

model. The first stage, Think, is aimed to 

introduce the concept of matter in the presence 

of a given phenomenon. Moreover, at this stage, 

students will think individually about an 

existing problem since it can open self-

awareness in solving a problem by working 

together. At the stage of Pair, students work in 

pair to solve problems, in which case a paired 

discussion will appear. In the last stage of the 

Square, 2 pairs of groups will merge into one 

group to discuss the existing problems so that 

the discussion will proceed actively (Fisher & 

Frey, 2014; Lapp & Moss, 2012; Strebe, 2013). 

Furthermore, TPS learning model is a model 

of cooperative learning that requires students to 

work together in solving a problem. TPS 

learning model also gives students the 

opportunity to work on their own and work with 

others and optimize student participation. 

Moreover, The TPS model provides at least 

eight times more opportunities for each student 

to be recognized and show their participation to 

others. This explanation is in line with Anas, 

Atmoko, & Suyono, (2012) that explained the 

TPS learning model allows the students to work 

individually or in groups as well as optimize 

student participation. This condition is essential 
to empower collaborative skills. Moreover, this 

learning model has also given more 

opportunities to each student to be recognized 

and show their participation to others (Lie, 

2005).   
In the second parameter, students’ cognitive 

learning outcomes were also improving from 

cycle 1 to cycle 2. The improvement of 

students’ cognitive learning outcome as high as 

7.56. The data on students’ cognitive learning 

outcomes are presented in Table 3. The results 

of this study that indicate TPS could improve 

students’ learning outcome are in line with 

some previous reports (Isharyadi, 2015; 

Januartini et al., 2016; Karyawati et al., 2014; 

Tahueyo et al., 2013). 

 
Table. 3 The average result of cognitive learning in 

cycle 1 and cycle 2 

Cycles 
Avarage 

(%) 
Deviation Conclusion 

1 77.94 - - 

2 87.50 7.56 Increasing 

 
Learning experiences that occur in a 

learning process will affect the achievement of 

student learning outcomes (Sudjana, 2017). In 

this regard, the use of appropriate learning 

models will have a positive impact on student 

learning outcomes. These positive results are 

often caused by the selection of instructional 

models that lead students to be active during 

learning (Savitri & Wahyuni, 2013). Related to 

the statement, a previous study has informed the 

implementation of TPS could facilitate students 

to more active during the learning process in 

class (Zainollah, 2014). The reason, the 

implementation TPS learning model will give 

students the opportunity to discuss possible 

ideas and the solutions for a particular problem 

through discussions activities  (Scanniello & 

Erra, 2014). 

Related to its syntax, TPS learning model 

designed a paired group consisting of 2 students 

and each group will discuss and solve the given 

problem (Januartini et al., 2016). From this 

activity, the quality of learning will improve 

due to students will more engaged with learning 

process through interviews, discussion, as well 

as question and answer activity (Suyanto, 

2008). Furthermore, through TPS learning 

model, it provides an advantage to students to 

discuss their ideas and provide an opportunity 

to understand problem solving in different 

ways. All of these activities will facilitate 

students to better understand the concepts being 

studied. 



Yaqin et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (2) (2018) pp. 135-142 

 

      Think-Pair-Share learning ….     139 

Collaborative skills and cognitive learning 

outcomes are two essential components and 

need to be empowered during learning. If 

students are not getting an optimal achievement 

on one or both of these parameters, it may be 

caused by a less precise learning process. 

Therefore, the selection of appropriate learning 

models is one key to success in facilitating 

students to achieve optimum competence. One 

of the appropriate learning models, in 

accordance with the results of this study, is 

TPS. 

 

CONCLUSION 

 

TPS is one of the learning models that 

potentially empowers collaborative skills and 

cognitive learning outcomes. Through this 

research, this potential was proven. Students' 

collaborative skills and cognitive learning 

outcomes of students have improved after class 

B students at Biology Department, State 

University of Malang followed Animal 

Biodiversity course which applying TPS 

learning. Based on these findings, it is 

recommended for Biology educators to apply 

the TPS learning model as one of the learning 

alternatives in their class. 

 

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