Development of a Think Pair Share Model Integrated with Scientific and Ethnoscience Approaches

Abstract

Contemporary biology education requires student-centered approaches that foster critical thinking, inquiry, and contextual learning, particularly through the integration of scientific and ethnoscience frameworks to address the limitations of traditional teacher-centered methods. This study aimed to develop and validate a Think Pair Share (TPS) learning model that combined scientific and ethnoscience approaches to enhance students’ critical thinking skills and conceptual understanding in higher education biology. The research employed a Research and Development (R&D) design based on the ADDIE framework and was conducted through expert validation of content, language, and instructional design, followed by implementation using a quasi-experimental design with control and experimental groups. Data were collected through observations, questionnaires, and pre- and post-tests and were analyzed using descriptive statistics, Aiken’s V, and t-tests. The findings showed that the model, which consisted of a guidebook, lecturer’s handbook, and student workbook, achieved high validity and practicality ratings and produced significant improvements in students’ critical thinking compared to the control group (p < 0.05). The study concluded that the model was effective in fostering active and culturally relevant learning and recommended further research to examine its scalability and potential digital integration.