The influence of TAPPS technique on students’ problem solving abilities

Abstract

Abstract 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.