Enhancing Classroom Engagement and Collaboration: Implementing the Think-Pair-Share Method in Postulant Education (A Case Study)

Irene Vanesha Giovani; Eusabinus Bunau; Clarry Sada

doi:10.61132/bima.v4i3.3011

Authors

Irene Vanesha Giovani Universitas Tanjungpura
Eusabinus Bunau Universitas Tanjungpura
Clarry Sada Universitas Tanjungpura

DOI:

https://doi.org/10.61132/bima.v4i3.3011

Keywords:

Think Pair Share, Postulant Education, Classroom Engagement, Collaborative Learning, Religious Formation

Abstract

This qualitative case study examines the implementation of the Think Pair Share (TPS) method in English language instruction within postulant education at Laverna Sanggau, West Kalimantan, Indonesia. The study aims to investigate how TPS impacts classroom engagement and explore postulant students' perceptions of this collaborative learning approach in their religious formation context. Using a qualitative descriptive design, the research involved four first year postulant students aged 18-25 participating in a Catholic Social Teaching course over one week. Data were collected through direct classroom observations (2 sessions), semi structured interviews, and document analysis of student work. The research employed triangulation to ensure validity and followed established qualitative analysis procedures. Findings reveal that the TPS method significantly enhanced student engagement through increased active participation, improved confidence in English communication, sustained cognitive attention, and strengthened collaborative learning behaviors. Students demonstrated increased willingness to participate in class discussions. The structured progression from individual reflection to paired discussion to group sharing proved particularly effective in the postulant context, aligning with contemplative practices central to religious formation. Student perceptions were positive, with participants appreciating the structured reflection time that paralleled their spiritual practices, enhanced peer learning opportunities that strengthened postulant bonds, and improved English language confidence. The method successfully integrated academic instruction with spiritual formation objectives, creating synergy between language learning and religious development. The research concludes that TPS is highly supported for postulant education, providing practical implications for religious formation educators and contributing valuable insights to collaborative learning research in specialized educational contexts.

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