Abstract:
The problem in this research is the study of social low.Case can still be seen from the percentage
of the daily value of half of the class Va Deuteronomy SD 182 Pekanbaru is 44.44% of the 36
students. The research was conducted in three cycles with each cycle 4 times meeting. From
results showed that all teachers in the first cycle increased 64% the first meeting with the perfect
category, the second meeting of the first cycle increased by 82% with perfect category, the first
meeting of the second cycle increased by 78% with perfect category, the second meeting of the
second cycle increased by 82% with perfect category, the first meeting of the third cycle increased
by 86% with perfect category, the second meeting of the third cycle increased again by 90% with
the perfect category. Student activity also increased in the first cycle of 68% the first meeting with
the category perfectly and at the second meeting of the first cycle increased by 68% with perfect
category, the second cycle of meetings one increased 76% with perfect category, the second
meeting of the second cycle increased by 88% by category perfect then at the first meeting of the
third cycle increased by 92% with perfect category, the second meeti ng of the third cycle
increased by 98% with very perfect. Result category student scores increased from an average of
60.10 with an increase in base menjadi 3, 06 (4.74% ) to 67.50 at UH I, based on the average
value increased 9.72 60.10 (14.4%) to 77.22 at UH II, and the average value increased 60.10
basis 5 (6.08%) to 82.22 at UH III. Exhaustiveness in classical base score increased from 44.44%
increased by 25% to 69.44% in the first cycle, then increased again to 69.44% to second, 78% in
the second cycle, then increased 72.22% to 91.66% in the third cycle. Based on data from this
study it can be concluded that the application of Cooperative Learning Model Type Think Pair
Share (TPS) to improve classroom learning outcomes IPS 182 State Va SD Pekanbaru.
