Meanwhile, according to Lie Isjoni, 2009:112, the advantage of Think Pair Share is the optimization of student participation, which gave
eight times more opportunity to each student to be recognized and demonstrate their participation with others”.
Besides its advantages, Think Pair Share also have some disadvantages Huda, 2011: 171 as follows:
1 Many groups will report its work to the teacher.
2 Teachers should monitor many groups.
3 Fewer idea.
4 If there is a dispute, there is no mediator.
Based on the explanation above, it can be concluded that the advantages of Think Pair Share TPS is can provide opportunities for
students to work both independently and in collaboration with others as well as can increase students participation, while the disadvantages of
the group in pairs is if there is a dispute, there is no mediator.
B. Relevant Researches
a The research conducted by Fadlyati, Hanif 2010 entitled “Penerapan
Metode Pembelajaran Think Pair Share TPS untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas XI-AK Program Keahlian
Akuntansi di SMK 01 Ardjuna Malang ” concluded that by implementing the
Think Pair Share learning type, it can increase students learning motivation and learning outcomes. It can be seen in the first cycle where the students
learning motivation is have the score of 70 in good category and have increased in the second cycle to 84 with very good category. On learning
outcomes also increased from the first cycle with the average score of 71.81 with minimum completeness criteria KKM of 68.18 and can be said has
not been passed these criteria because has not reached the score of at least 85. In the second cycle, the score of learning outcomes increased to 82.92
with minimum completeness criteria KKM of 90.91 and can be said passed these criteria because it has reaches 85. The similarity of this
research and the research conducted by Fadlyati Hanif is equally use the Cooperative Learning Model Type Think Pair Share and the objectives is
equally to Improve Learning Outcomes in Accounting, while the difference lies in the research place, time, and subjects.
b The research conducted by Zanu Fahrul 2010 entitled “Penerapan Metode
Kooperatif Tipe Think Pair Share TPS untuk Meningkatkan Hasil Belajar dan Aktivitas Siswa Pada Mata Pelajaran Akuntansi Pokok Bahasan Jurnal
Penyesuaian di SMK Negeri 1 Kudus Tahun Ajaran 20092010 ” conclude
that there is an increase in the students learning activity and learning outcomes through the implementation of Think Pair Share TPS. It can be
seen in the research result which is obtained an average score of students learning outcomes in the first cycle of 8.3 with classical completeness of
77.14. While the average score of learning outcomes in the second cycle is 9.6 with classical completeness of 100. The students learning activity in
the first cycle was 73.38 and the second cycle increased to 73.75. While
the teaching skills of teachers in the first cycle were 91.3 and the second cycle increased to 98. Then the response of students towards learning by
Think Pair Share is has the percentage of 85.33 with the very good category. The similarity of this research and the research conducted by Zanu
Fahrul is equally use the Cooperative Learning Model Type Think Pair Share and the objectives is equally to Improve Learning Outcomes in
Accounting, while the difference lies in the research place, time, and subjects.
c The research conducted by Anggara 2012 entitled: “Peningkatan Hasil
Belajar Akuntansi dengan Strategi Pembelajaran Kooperatif metode Think Pair Share siswa kelas X Akuntansi di SMK Negeri 1 Tempel Tahun Ajaran
20112012 ”. Research results shows that the cooperative learning model
type Think Pair Share can improve the accounting learning outcomes in the first cycle to the second cycle. It can be proven by the average score of
accounting learning outcomes for cognitive domain is 61.76 in the first cycle and increased to 88.88 in the second cycle. Accounting learning
outcomes for affective domain of the first cycle showed an increase from 81.62 in the first cycle to be 93.75 in the second cycle. Accounting
Learning Outcomes for the psychomotor domain also increased from 78.67 in the first cycle 90.97 in the second cycle. The results of this
research indicate that cooperative learning model type Think Pair Share can improve the Students Learning Outcomes in Accounting of the Grade X AK
1 at SMK Negeri Tempel 1 academic year of 20112012. The similarity of
this research and the research conducted by Anggara is equally use the Cooperative Learning Model Type Think Pair Share and the objectives is
equally to Improve Learning Outcomes in Accounting, while the difference lies in the research place, time, and subjects.
C. Research Framework
