Aloud Pair Problem Solving Research Articles

The influence of TAPPS technique on students’ problem solving abilities

This research aimed at investigating the influence of thinking aloud pair problem solving (TAPPS) technique toward the students’ abilities in problem solving, based on gender and learning styles. This research was conducted at grade eight in a middle school in Padang, West Sumatra Indonesia, using a quasi experimental method. The sample of the research was two groups of the students that have been selected randomly. Data were collected through questionnaire and test. Mann Whitney U and Kruskal Wallis tests were used in analyzing the data. The results of the research show that 1) problem solving abilities of the students who have been taught using TAPPS technique is significantly higher than those who have been taught using conventional technique; 2) problem solving abilities of female students is significantly higher than male students; 3) the students who has visual learning style are better than those who has auditory and kinaesthetic learning styles in problem solving abilities; 4) there is no interaction between the techniques and gender nor learning styles in influencing the problem solving abilities of the students. It can be concluded that the TAPPS technique gives significant influence on students’ problem solving abilities based on gender and learning styles.

PENERAPAN MODEL KOOPERATIF DENGAN METODE THINGKING ALOUND PAIR PROBLEM SOLVING (TAPPS) DALAM MENINGKATKAN KETRAMPILAN PEMECAHAN MASALAH DAN HASIL BELAJAR SISWA DALAM KONSEP SISTEM EKSKRESI KELAS VIII SMP NEGERI 1 AMBON

Background: Education is one of the important factors in efforts to improve human resources in Indonesia. The latest methods and methods of learning are used to streamline the conventional learning process. Cooperative learning model with TAPPS (Thinking Aloud Pair Problem Solving) method in improving problem solving skills and student learning outcomes in the concept of class VIII excretion system at SMPN 1 Ambon.
 Method: This study is a descriptive study that is by giving treatment in the form of learning by using cooperative learning models with the TAPPS method for class VIII students of SMP 1 Ambon, amounting to 21 people.
 Results: In the cognitive, affective, and psychomotor aspects all students are said to be complete, with an average value of each aspect namely for cognitive 86.1 for affective 84.43 and psychomotor 83.1. While for problem solving skills obtained an average of 86.1. From the average value obtained by students, cooperative learning models with the TAPPS (Thinking Aloud Pair Problem Solving) method can improve problem solving skills and student learning outcomes.
 Conclusion: The application of the cooperative learning model with the TAPPS (thinking aloud pair problem solving) method to increasing the results of learning excretion system concepts in class VIII2 of SMPN 1 Ambon showed a significant success rate

Effect of Thinking Aloud Pair Problem Solving (TAPPS) Method with Audio Visual Media for Students' Critical Thinking Ability

The study aimed to find out the effect of the Thinking Aloud Pair Problem Solving (TAPPS) learning method with Audio-visual media, Thinking Aloud Pair Problem Solving (TAPPS) learning methods and expository learning models on students' critical thinking skills conducted by researchers at the VIII SMP Middle School Bandar Lampung students. The method used in this study is a quantitative method with a type of quasi-experimental design. The population in this study were all eighth grade students of Bandar Bandar Junior High School and the samples were students of class VIII C, VIII D, VIII E. Class VIII C and VIII D as the experimental class and class VIII E as the control class. Data collection uses tests, observation, documentation and interviews. The data analysis technique used is the normality test, homogeneity test, hypothesis testing using one-way analysis ANOVA. Calculation of data was analyzed using inferential statistics with the help of SPSS 16.0 software application. Based on the results of the calculation of research data obtained that the value of sig α, α = 0.05 where the significance value of 0.049 H0 is rejected. Shows that the Thinking Aloud Pair Problem Solving (TAPPS) method with Audio-visual media is more effective than learning using the expository model on students' critical thinking abilities.

PENGARUH METODE MIND MAPPING TERHADAP STRATEGI THINKING ALOUD PAIR PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS

This research is based of low mathematics creative thinking ability from students in Vocassional High School in order to be needed study method to solve that problem. Alternatife of study method and strategy is use Mind Mapping method by Thinking Aloud Pair Problem Solving (TAPPS) strategy. The purpose of this research is to identify weather achievement of mathematics creative thinking ability of students in High School through use Mind Mapping method by Thinking Aloud Pair Problem Solving (TAPPS) strategy is better than use convensional study. The population in this study were vocational high school students in Bandung, while the sample was SMK MAARIF Cicalengka and selected two classes randomly from all of the existing XI class. Then from the two classes are assigned randomly into the experimental class and control class. The experimental class received learning get Mind Mapping Method by Thinking Aloud Pair Problem Solving (TAPPS) strategy and control class gained regular learning. The instrument used is the test of creative thinking ability mathematically. Based of the calculation and hypothesis test concluded that the achievement of creative thinking ability of mathematic of students who get Mind Mapping Method with Thinking Aloud Pair Problem Solving (TAPPS) Strategy is better than those who get regular learning.

Pengaruh Model Pembelajaran Thinking Aloud Pair Problem Solving Terhadap Hasil Belajar IPA Fisika Siswa

[Title: The Effect of Thinking Aloud Pair Problem Solving Learning Model Toward Student Physics Science Learning Outcomes]. This study aims to determine the effect of learning model Thinking Aloud Pair Problem Solving on the results of science learning Physics Class VIII SMPN 6 Praya Timur. This research is a quasi-experimental research with Posttes -Only Control Design research design. The samples of this research are taken using Purposive Sampling technique with class VIIIc as the experiment class is 24 students and VIIId as the control class is 24 students. The instrument used in the form of test description in the form of 10 questions that are tailored to the learning indicators. The result of data analysis obtained using t-test at 5% significant level shows that the value of tcount> ttable (tcount = 0.634 & ttable = 0201) then Ha in receipt. so it can be concluded that the learning model Thinking Aloud Pair Problem Solving can affect the results of science learning Physics Student.

Penerapan Model Pembelajaran Kolaboratif dengan Teknik Think Aloud Pair Problem Solving pada Materi Hidrokarbon Siswa Kelas X SMA Negeri 6 Palu

This study was conducted to determine differences of the student’s learning outcomes that was applied by collaborative learning model with technique think aloud pair problem solving (TAPPS) and was applied by lecture method in the hydrocarbon material against the student’s learning outcomes in class X SMAN 6 Palu. The collaborative learning model was think aloud pair problem solving technique on the hydrocarbon material class X SMAN 6 Palu. The type of research was a quasi-experimental with research design pretest posttest control group design. Population in this research was whole students in class X SMAN 6 Palu, academic year 2015-2016 consisting of six classes totaling 115. The sampling technique used was a purposive sampling. The samples in this research was an experiment class with 17 students and a control class with 8 students. Data analysis techniques used was non-parametric and statistical method of Mann-Whitney U-test. Research result showed the output Rank for mean score of the experiment class was bigger than the control class 22.41 ˃ 13.83. The output statistics test, Sig. 2-tailed (0.13) 0.05 ˂ and Ucalculation (78) ˂ Utable (93). From the findings of hypothesis testing, H0 was rejected and Ha was accepted then it can be concluded that there were significant differences learning outcomes in the student’s with the collaborative learning model technique think aloud pair problem solving (TAPPS) with the lecture method on the hydrocarbon material against the learning outcome of students in class X SMAN 6 Palu.

Application of Learning Engineering Techniques Thinking Aloud Pair Problem Solving in Learning Mathematics Students Class VII SMPN 15 Padang

The students activity and responsible in studying mathematic is still lack. It gives an effect for the bad result in studying mathematic. There is one of learning technic to increase students activity in the classroom and the result of studying mathematic with applying a learning technic. It is “Thinking Aloud Pair Problem Solving (TAPPS)”. The purpose of this research is to recognize the developing of students activity in mathematic subject during applying that technic “TAPPS” in seven grade at SMPN 15 Padang and compare the students proportion in learning mathematic with TAPPS between learning process without it in seven grade at SMPN 15 Padang. Students activity for indicators 1, 2, 3, 4, 5, 6 at each meeting is likely to increase and students activity for indicator 7 at each meeting is likely to decrease. The finding of this research is χ2 = 9,42 and the value of p is 0,0005 < p < 0,005. Therefore p < 0,05 has means H0 was rejected and H1 was accepted. Thus, it was concluded that the activities and result in studying mathematic increased after applying learning technic the TAPPS.

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

UPAYA MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN THINKING ALOUD PAIR PROBLEM SOLVING SISWA KELAS VII A DI SMP PIRI 1 YOGYAKARTA TAHUN AJARAN 2013/2014

The purpose of the study to describe the process of cooperative learning Thinking Aloud Pair Problem Solving (TAPPS) in order to increase learning activity and mathematics achievement of class VII A SMP Piri 1 Yogyakarta. This research was Classroom Action Research (CAR) conducted a minimum of two cycles. The subjects of this study were students of class VII A SMP Piri 1 Yogyakarta totaling 21 students. The object of this study were learning activity and mathematics achievement. The results showed that learning activity and mathematics achievement have increased. This is indicated by the average percentage of observation sheet result of student learning activity by 69,84% first cycle and 78,17% in the second cycle. Results of students mathematics learning achievement test, the average value of mathematics learning achievement at 53,38 pre-cycle, the first cycle increased to 68,89 and the second cycle increased to 75,66. Based on the results of the implementation of cooperative learning Thinking Aloud Pair Problem Solving (TAPPS) model can increased learning activity and mathematics achievement.

Problem solving, reasoning, and analytical thinking in a classroom environment.

Problem solving, reasoning, and analytical thinking are defined and described as teachable repertoires. This paper describes work performed at a school serving special needs children, Morningside Academy, that has resulted in specific procedures developed over the past 15 years. These procedures include modifying “Think Aloud Pair Problem Solving”(after Whimbey & Lochhead, 1991) methods developed for college students so that they can be taught to young learners and by teaching a repertoire of “Fluent Thinking Skills” (Robbins, Layng, & Jackson, 1995) that emphasizes inquiry through questioning.

Effects of Think–Aloud Pair Problem Solving on Secondary–Level Students’ Performance in Career and Technical Education Courses

A randomized posttest–only control group experimental design was used to determine the effects of think–aloud pair problem solving (TAPPS) on the troubleshooting performance of 34 secondary–level career and technical education students. There was no significant difference in success rate between TAPPS students and students who worked alone (χ 2 (1) = .747, p = .39, ϕ = .148). There was no significant difference in completion time between students who successfully completed the troubleshooting task using TAPPS and those who were successful working alone (t (9) = –.74, p = .48, d = 0.45). The reserachers tentatively concluded that the use of TAPPS may not be an appropriate strategy at the secondary level if the agricultural instructors’ focus is a higher success rate and a reduction in the time to complete the task. However, agricultural instructors may have other legitimate reasons for using TAPPS such as a way to facilitate collaborative learning or as a way for instructors to identify student misunderstandings that could be used to inform decisions about individualized or even group instructional interventions.

A Descriptive Interpretive Analysis of Students’ Oral Verbalization During the Use of Think–Aloud Pair Problem Solving While Troubleshooting

Researchers assert that the metacognitive nature of think–aloud pair problem solving (TAPPS) improves students’ problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary–level career and technical education students who used TAPPS while troubleshooting. A task outcome (successful or unsuccessful) was recorded for students who used TAPPS while troubleshooting a small gas engine fault on the basis of whether they were able to identify the correct solution to repair the fault. A qualitative interpretive approach was used to describe and interpret students’ thoughts while they were engaged in TAPPS. A quantitative analysis was used to compare levels of oral verbalization between successful and unsuccessful TAPPS students. The total average percentage of oral verbalizations indicating metacognitive thought was 54% for successful students and 52% for unsuccessful students. The content of students’ oral verbalizations revealed that the metacognitive nature of the TAPPS strategy does not improve problem–solving success when secondary–level career and technical education students do not possess enough domain–specific knowledge. TAPPS can provide school–based agricultural education instructors with a formative assessment tool for checking students thinking and understanding of technical information for problem solving.

The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of agreeing and pointing out, and solvers' verbal behavior of modifying were positive...

EFFECTS OF THINKING ALOUD PAIR PROBLEM SOLVING ON THE TROUBLESHOOTING PERFORMANCE OF UNDERGRADUATE AGRICULTURE STUDENTS IN A POWER TECHNOLOGY COURSE

A randomized, post-test only control group experimental design with a counter-balanced internal replication was used to determine the effects of thinking aloud pair problem solving (TAPPS) on the troubleshooting performance of college students in a power technology course. The experimental results were stable across two troubleshooting tasks. Students who participated in TAPPS groups were assigned a listening partner and verbalized their thought processes. They were significantly more successful (p &lt; .05) at troubleshooting engine faults than were students in the work alone control groups. Among students who successfully completed the troubleshooting tasks across both groups, there were no significant differences in time required for completion. These findings indicate that the use of thinking aloud pair problem solving may be an important step in the development of metacognitive skills among students in technological troubleshooting.

Teaching problem solving without modeling through “thinking aloud pair problem solving”

Teaching problem solving without modeling through “thinking aloud pair problem solving”

Teaching analytical reasoning through thinking aloud pair problem solving

AbstractThe TAPPS technique is a useful device for the teaching of problem solving because it causes learners to pay attention to basic reasoning skills.