Model pembelajaran memiliki pengaruh terhadap hasil belajar siswa karena cara interaksi dan kolaborasi dalam proses pembelajaran dapat mempengaruhi pemahaman materi. Untuk mengetahui pengaruh model pembelajaran kooperatif terhadap hasil belajar dilakukan penelitian kuasi eksperimen dengan desian Pretest-Posttest NonRandomized Control Grup. Dalam penelitian ini dipilih model pembelajaran Think Pair Share (TPS) dan model Jigsaw pada pembelajaran perubahan lingkungan. Penelitian ini dilaksanakan di MAN Tarakan pada bulan November 2024. Sampel penelitian adalah siswa kelas X.6 sebegai kelas ekperimen 1 dan siswa kelas X.4 sebagai kelas ekperimen 2. Instrument penelitian yang digunakan adalah instrument tes berupa soal-soal pilihan ganda. Hasil penelitian menunjukkan bahwa nilai posttest peserta didik yang belajar dengan model pembelajaran Think Pair Share (TPS) lebih tinggi dari pada peserta didik yang diajar dengan model pembelajaran Jigsaw. Pengujian hipotesis menggunakan independent t-sample t-test dilakukan dengan taraf kepercayaan 95% dan memperoleh nilai sig (2-tailed) sebesar 0.441 > 0.05 yang berarti bahwa H0 diterima dan H1 ditolak. Berdasarkan uji hipotesis dapat disimpulkan bahwa tidak terdapat perbedaan hasil belajar biologi antara siswa yang menggunakan model pembelajaran TPS dan model Jigsaw. Namun, hasil uji N-gain menunjukkan bahwa model TPS memiliki nilai 61.31% yang termasuk dalam kategori "Cukup Efektif" dalam meningkatkan hasil belajar siswa. Sebaliknya, model Jigsaw memiliki nilai 54.55% yang termasuk dalam kategori "Kurang Efektif". Oleh karena itu, disimpulkan bahwa meskipun tidak ada perbedaan yang signifikan, model TPS lebih efektif dibandingkan model Jigsaw dalam meningkatkan hasil belajar.

Kata Kunci: model pembelajaran kooperatif, think pair share, jigsaw, hasil belajar

Learning models contribute to students' learning outcomes because the way of interaction and collaboration in the learning process can affect the understanding of the material. To determine the effect of cooperative learning models on learning outcomes, a quasi-experimental study with a pretest-posttest nonrandomized control group design was conducted. In this study, Think Pair Share (TPS) and Jigsaw learning models were chosen for learning environmental changes. This research was conducted at MAN Tarakan in November 2024. The research sample was class X.6 students as experiment 1 class and class X.4 students as experiment 2 class. The research instrument used was a test instrument in the form of multiple-choice questions. The results indicated that the posttest scores of students who learned with the Think Pair Share (TPS) learning model were higher than those of students who were taught with the Jigsaw learning model. Hypothesis testing using an independent t-sample t-test was carried out with a confidence level of 95% and obtained a sig (2-tailed) value of 0.441> 0.05, which means that H0 is accepted and H1 is rejected. Based on the hypothesis test, it can be concluded that there was no difference in biology learning outcomes between students who used the TPS learning model and the Jigsaw model. However, the N-gain test results indicated that the TPS model got a value of 61.31%, which was included in the "Quite Effective" category in improving student learning outcomes. In contrast, the Jigsaw model got a value of 54.55%, which is included in the "Less Effective" category. Therefore, it is concluded that although there was no significant difference, the TPS model was more effective than the Jigsaw model in improving learning outcomes. Keywords : cooperative learning model, think pair share, jigsaw, learning outcomes