Reconstruction of the Think-Pair-Share (TPS) Cooperative Learning Model from an Islamic Education Perspective: Strengthening Critical Thinking and Value Internalization

Abstract

This study aims to reconstruct the Think Pair Share (TPS) cooperative learning model from the perspective of Islamic education to strengthen critical thinking skills while supporting value internalization. The study employs a qualitative approach using a library research method by examining relevant academic sources, including journals, books, and other scholarly literature. Data were analyzed using content analysis techniques involving data reduction, categorization, and synthesis. The findings indicate that the TPS model has strong potential to enhance critical thinking skills through its structured stages of think, pair, and share. From the perspective of Islamic education, these stages align with the values of tafakkur (reflective thinking), ta’awun (collaboration), and adab (ethical communication), allowing the learning process to address not only cognitive aspects but also the development of attitudes and character. Furthermore, the reconstruction of the TPS model highlights that integrating modern pedagogical approaches with Islamic values can produce a more holistic learning model. Therefore, TPS can be developed as an integrative approach in Islamic Religious Education.