Active learning strategies are essential in mathematics education because they can increase students’ cognitive and social engagement. One effective strategy is Think-Pair-Share (TPS), which encourages students to think independently, discuss and share ideas systematically. This study aims to describe the implementation of the Think-Pair-Share strategy and assess its application’s benefits, challenges, and opportunities in mathematics learning. The study used a quantitative descriptive approach with a survey method. The sample comprised 26 respondents, namely mathematics teachers and lecturers in Banten Province, who were selected voluntarily. The instrument was a closed questionnaire with a five-point Likert scale, including 45 statements on nine indicators. The results showed that respondents had a high understanding and belief in the effectiveness of Think-Pair-Share. This strategy is considered to help improve concept understanding, communication, learning motivation, and student confidence. The main challenges found include time constraints and inequality of student participation. However, integrating technology is considered to support the implementation of this strategy more effectively. This study recommends strengthening teacher training and developing more adaptive Think-Pair-Share implementation guidelines to improve the quality of collaborative mathematics learning.
Ramadhani et al. (Fri,) studied this question.