The Think Pair Share (TPS) Learning Model in the Behavior of
Healthy School Snack Selection of School Age Children
Kusnanto Kusnanto
1
, Praba Diyan Rachmawati
1
and Ni Komang Wepiyanti
2
1
Faculty Of Nursing, Universitas Airlangga, Surabaya, Indonesia
2
BPJS Kesehatan, Raya Lukluk No 121 Mengwi, Badung, Indonesia
praba-d-r@fkp.unair.ac.id
Keywords: Healthy snack, Think Pair Share, School-age Children.
Abstract: School-aged children have a street snacks consumption behavior. They do not know the ingredients of
hazardous materials that are usually found in their street snacks. The Think Pair Share (TPS) is an active
learning that usually used in a learning process to increase knowledge. Therefore, the purpose of this study
was to explain the effect of TPS learning model to increase school-aged children's healthy snack consumption
behavior. The study used quasi experimental design. The populations were five graders student in elementary
school. The samples were 46 students that taken by total sampling. The independent variable was thought pair
share learning model and the dependent was knowledge, attitude, and actions. Data were collected by using
questionnaire and observation form. Data analyzed by using Wilcoxon Signed Rank Test and Mann Whitney
U Test with a significant level of ≤0.05. The results of intervention group show that TPS had a significant
effect on knowledge (p=0.002) and actions (p=0.034), but had not the significant effect in attitude (p=0.705).
Think pair share learning model is effective to improve the behavior election in a healthy snack for school-
aged children. It is recommended for nurses to apply the think pair share to providing health education to
school-aged children.
1 INTRODUCTION
School-aged children have a habit of buying snacks,
at this time they consider themselves to be self-
sufficient so that they more often consume snacks
outside the home (Brown, 2005). The student often
buys a snack that they love, which has less nutritional
content (Sjahmien, 2003) (Krisnana, Ilya;
Kristiawati, kristiawati; Rachmawati, Praba Diyan;
Kurnia, Iqlima Dwi; Arief, Yuni Sufyanti; Quraniati,
2016). In school or around the school selling a lot of
unhealthy snacks (DeWeese and Ohri-Vachaspati,
2017). School-age children buy snacks according to
their favorite course without thinking about the
ingredients contained in it (Judarwanto, 2008).
In 2012, the Food and Drug Supervisory Agency
(BPOM) Surabaya has examined 492 samples of
School Food Snack and stated that in the last five
years, 2006 to 2010, School Food Snack is not
eligible ranging from 40% -44% this is because it
contains hazardous substances that are prohibited to
be used for food such as formalin, borax, rhodamine
B and methanol yellow dyes (Badan POM RI, 2012).
According to the Commissioner of the Indonesia
Child Protection Commission (KPAI) in 2015
revealed that school-aged children are very
vulnerable to cancer, such as triggered by
environment and unhealthy school snacks. In
Indonesia, the number of children exposed to cancer
is high, each year is culled about 4,100 new cases of
cancer in children one of them caused by unhealthy
school snacks because of dangerous chemical content
in it (Rachmawati, Ranuh and Arief, 2016).
The results of the previous research indicate that
snacks selected by school-age children are unhealthy
snacks high in sugar, fat, and salt, school-age children
choose snacks based on taste without knowing the
quality of snacks (OogarahPratap and Heerah
Booluck, 2005). Children can not choose healthy
foods well (Adams and Savage, 2017). The Result of
observations and interviews by the researcher in one
of the primary schools in Surabaya showed that 326
students (77.8%) claimed to buy street snack outside
a school and most students had unhealthy snacking
behavior such as buying snacks with striking sauce
colors, bright red color, brightly colored beverages,
and instant noodles. This Data similar with research
80
Kusnanto, K., Rachmawati, P. and Wepiyanti, N.
The Think Pair Share (TPS) Learning Model in the Behavior of Healthy School Snack Selection of School Age Children.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 80-86
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
that school-age children have not been able to choose
the types of foods that are useful and tend to choose
snacks that attract their attention as the color is
striking, the various flavors and colors, the taste is
sweet and tasty and most importantly the price is
affordable (Aprillia, 2011).
Some previous studies only discuss types of
unhealthy snacks consumed by school-aged children.
The need for further research on interventions to
address the problem of unhealthy snack consumption
behavior of school-age children. One effort to prevent
that problem such is by applying health education on
the selection of healthy snacks in school-aged
children. The higher the level of knowledge
possessed then a child will be easier to behave healthy
life (Notoatmojo, 2007). Increasing health knowledge
about healthy food snack selection with appropriate
cooperative learning model is expected to improve
and maintain nutritional status of school children.
Think Pair and Share (TPS) learning model is one of
the active learning models which put students in pairs
and exchanged opinions to complete academic and
non-academic tasks through three stages: Think
(Think), Pair (pair), and Share (share) (Marlina,
Hajidin, 2014). This learning model is appropriate to
be applied to school-aged children (7-11 years)
because this age is already plausible and logical, they
are able to classify, sort, compile, and organize facts
to solve a problem (Wong, D.L., Hokenberry-eaton,
M., Wilson, D., Winkelstein, M. L., Schwartz, 2010).
In today's world, there is much evidence that the
quality of learning will increase if student follows the
learning process and gain wide opportunities to ask
questions, discuss, and actively use newly acquired
knowledge. This current study aims to explain the
effect of TPS learning model to knowledge, attitude,
and action of healthy snack election in school-age
children.
2 METHOD
This study used two groups of pre-post test designs,
The affordable population in this research is the
elementary school student in Surabaya.
This research uses sampling technique in total
sampling. The researchers classified the sample
consisting of the control group and the treatment
group. Independent variable in this research is health
education through Think Pair Share (TPS) model in
5th graders student. Variable dependent variable in
this research is knowledge, attitude, and action of the
healthy snack election.
Measuring tool for knowledge and attitude in the
form of questioner with while action using
observation sheet. The collected data were then
analyzed using Wilcoxon signed rank test with
significance level α <0,05 and by using Mann
Whitney U Test (comparative test of 2 independent /
independent samples) to find out the difference of
control group result and treatment with trust level
α≤0.05.
3 RESULTS
Respondents in this study mostly carried a pocket
money of 2000 IDR-5000 IDR in the treatment group
(73.91%) and 2000 IDR-5000 IDR in the control
group (60.87%). 100% of respondents have received
previous information about snacks. The age of
respondents was 11 years old in the treatment group
(69.56%) and most of the 11 years in the control
group (73.91%). Information on snacks in the
treatment group had the same amount sourced from
the teachers (34.78%) and the media (34.78%), while
the control group was mostly obtained from teachers
(60%) (table 1).
The results of statistical tests using Wilcoxon
signed rank test sig (2-tailed) value is p = 0.002 means
p≤ α (0.05) then H1 is accepted meaning that the TPS
learning model influences the knowledge of healthy
snack consumption in school-age children where
there is an increased knowledge on treatment groups
after intervention. In the control group obtained
statistical test results using Wilcoxon signed rank test
sig value (2-tailed) is p = 0.257 means p α then H1
has rejected means that the TPS learning model does
not affect the consumption of healthy snacks in
school-aged children, knowledge in the control group
(table 2).
The Think Pair Share (TPS) Learning Model in the Behavior of Healthy School Snack Selection of School Age Children
81
Table 1: Characteristic of Respondent in the treatment
group and control group.
The result of test Wilcoxon signed rank test in the
treatment group is p-value = 0.705 means pα then
H1 is rejected which means that TPS learning model
does not affect the change of attitude of healthy snack
consumption in school-aged children, where the TPS
learning model does not improve attitude children
about healthy snacks in the treatment group. In the
control group obtained statistical test results using
Wilcoxon signed rank test obtained results p = 1,000
means p α then H1 is rejected means the TPS
learning model does not affect the changes in
consumption attitude of healthy snacks at school-
aged children, which were the TPS learning model
also does not increase attitude about healthy snacks in
the control group (table 3).
The result of a test of Wilcoxon signed rank test
with p = 0,034 meaning p α then H1 is accepted,
meaning that TPS learning model influence to change
of action of healthy snack consumption at a school-
age child, where a model of TPS learning can increase
child action about snack election healthy in the
treatment group. In the control group obtained
statistical test results using.
Table 2: Healthy snack knowledge before and after TPS learning in the treatment group and control group.
Intervenstion group
Control group
Knowledge
Pre intervensi
Post intervensi
Pre intervensi
Post intervensi
%
%
%
Good
0
5
21.7
0
0
0
0
Enough
9
13
56.5
10
43.5
7
30.4
Less
1
4
5
21.7
13
56.5
16
69.5
Mean
11.2
1.9
11
13.5
2.8
14
11
1.9
11
10.7
2
11
SD
Median
p=0,002
p=0,257
p=0.000
Characteristic of
Respondent
Intervention
Group
Control
Group
f
%
f
%
Pocket Money
2000 IDR
0
0
0
0
2000 IDR- 5000
IDR
17
73.91
14
60.87
6000 IDR - 10.000
IDR
4
17.39
7
30.43
>10.000 IDR
2
8.70
2
8.70
Previous
Information
Ever
23
100
23
100
Never
0
0
0
0
Age
10 years old
7
30.43
6
26.08
11 years old
16
69.56
17
73.91
Resources
Parent
5
21.74
3
13.04
Teacher
8
34.78
14
60
Peer
-
0
-
0
Media
8
34.78
2
8.69
Parent and Teacher
-
0
2
8.69
Parent and Media
2
8.69
-
0
Parent, teacher and
Media
-
0
2
8.69
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
82
Table 3: Attitude in the selection of healthy snacks respondents before and after give TPS Leason.
Intervenstion group
Control group
Attitude
Pre intervensi
Post intervensi
Pre intervensi
Post intervensi
%
%
%
%
Negative
11
47.8
12
52.2
12
52.2
12
52.2
Positive
12
52.2
11
47.8
11
47.8
11
47.8
Mean
46.04
4.02
47
47.65
4.47
47
46.48
3.54
45
45.26
3.68
45
SD
Median
p=0.705
p=1.000
p=1.000
Table 4: Measures in the selection of healthy snacks respondents before and after given TPS lessons in the treatment group
and control group.
Intervenstion group
Control group
Action
Pre intervensi
Post intervensi
Pre intervensi
Post intervensi
%
%
%
%
Good
5
21.
74
7
30.4
3
0
0
3
13.
04
Enough
12
52.
17
14
60.8
7
9
39.
13
9
39.
13
Less
6
26.
08
2
8.69
14
60.87
11
47.
83
Total
23
100
23
100
23
100
23
100
Mean
64.65
14.92
61.61
69.83
13.58
66.67
55.25
8.78
55.16
59.41
15.25
56.89
SD
Median
p=0.034
p=0.109
P=0.006
Wilcoxon signed rank test results obtained p-
value = 0.109 means pα then H1 is rejected means
that the TPS learning model does not affect the
changes in the action of healthy snack consumption
in school-age children where the model of learning
TPS can not increase the actions of children on the
selection of healthy snacks in the control group (table
4).
4 DISCUSSION
4.1 The influence of Think Pair Share
learning model on the knowledge of
healthy snack consumption in
school-age children
The application of TPS as health education
method influence in the improvement of knowledge
and action, but give not a significant effect in attitude.
The TPS learning model invites students to work
independently and with others (Suarni, Suhardi M,
2012) with a structural approach that emphasizes
special structures designed to influence interaction
patterns and student thinking (Nurjanah, 2010).
This model of TPS learning invites students better
able to process information and communication and
develop their thinking ability. Previous research
shows that Think Pair Share helps students to develop
conceptual understanding, information, conclusions,
and helps to shape opinions and assume the
viewpoints of others (Theobald, 2011). Results of
research conducted by (Saragih, 2014) mentioned
that the TPS learning model has a positive impact on
the improvement of student learning outcomes.
TPS learning model is very appropriate given by
school-aged children (7-11 years) because the
intellectual ability of children at this time is able to be
given a variety of skills that can develop the mindset
or power of reason. Children's thinking at this age is
already plausible and logical, they are able to classify,
sort, compile, and organize facts to solve a problem
(Wong, 2009).
The Think Pair Share (TPS) Learning Model in the Behavior of Healthy School Snack Selection of School Age Children
83
Increased knowledge will increase the
understanding of children in good behavior and
healthy snacks. Increased student understanding
because in the method of learning TPS invites
students to play an active role, appreciate the opinions
of others, and try to think of resolving a given
problem. Previous research conducted by (Kurniawan
& Istiningrum, 2012) shows that cooperative learning
of TPS can improve students' learning motivation.
The TPS learning model involves all students in the
classroom that are quickly and easily implemented in
any class, and also serve as a learning method in a
seminar consisting of 12 people or a recovery
consisting of 100 people (Ulrich, 2005). If found the
odd number of students allowed for one group
consists of 3 people (Cooper James, 2013). Based on
the results of previous research mentioned that the
model of TPS learning has been effectively done on 8
to 47 students or equivalent to 4 to 23 couples in one
class. The learning model of TPS invites all students
to play an active role in expressing their opinions,
exchanging opinions on the stage of pair and share
through this learning process students will understand
and understand the problems given so that creates the
experience of the child so as to facilitate the process
of remembering the material given.
4.2 The influence of Think Pair Share
learning model on the attitude of
healthy snack consumption in
school-age children
After intervention in the treatment group, there was
no significant change in the attitude of a respondent.
Health education with TPS learning model becomes
one of the learning processes in children to instill
knowledge, value, and perception about healthy
snacks. According to (Maulana, 2009), states that
attitudes are a tendency to respond (positively or
negatively) to a particular person, situation or object;
contains an emotional or affective judgment
(curiosity, hate and sadness), cognitive (knowledge of
the object and the conative (tendency to act) of a
given stimulus unlike actions and actions does not
necessarily reflect a person's attitude Individuals
often show conflicting actions with but attitudes can
lead to patterns of ways of thinking that affect the
actions and behavior of society, both in everyday life
and in making important decisions in life (Maulana,
2009).
According to Azwar (1995) in Maulana (2009) ,
there are three components that form the structure of
attitudes, among which are: (1) cognitive component
(Perceptual component) that contains the beliefs
associated with the perception of the individual to the
object of attitude with what is seen and known, views,
beliefs, thoughts, personal experiences, emotional
needs and information from others, for example
someone knows health it is worth it if you are aware
of pain and feel good; (2) effective component
(emotional component) that is this component shows
individual subjective emotional dimension to object
attitude, either positive (happy) and negative
(displeasure); (3) the conative component (behavioral
component) that is this component is predisposition
or the tendency to act on the object of attitude that it
faces. Furthermore, the change or unchanged attitude
about a stimulus given to the treatment group can be
influenced by several factors namely factors that
influence the formation of attitudes are personal
experience, the presence of others who are considered
important, the influence of culture, mass media,
educational institutions and religious institutions and
emotional influences (Azwar, 1995 in Maulana,
2009).
The lack of personal experience of the
respondents is one of the factors that cause the TPS
learning model has no effect on the child's attitude
about healthy hawker selection. Everything that a
person has and is experiencing will shape and
influence one's appreciation of social stimuli (Azwar,
1995 in Maulana, 2009), for example a person has
been given a health education through a TPS learning
model, according to test results that there is an
increase in knowledge about snacks healthy, this is
because they will learn, try to understand and live,
which initially do not know to know, but note here
that the increase in knowledge of children is not
necessarily directly proportional to a positive attitude
improvement if not followed by a child's personal
experience. A person who has no experience at all on
a psychological object will tend to form a negative
attitude toward the object (Middlebrook 1974 in
Maulana 2009). Someone who has not had personal
experience, whether it befall him or herself about the
impact of unhealthy snacks such as mild symptoms
(dizziness and nausea), severe symptoms (vomiting,
abdominal cramps, muscle cramps, muscle paralysis,
diarrhea, disability) to cause death he will tend to give
a negative response to the selection of healthy snacks,
unlike the case with children who have had prior
personal experience, after being given health
education through the model of TPS learning did not
rule out the possibility of children will give a positive
attitude about healthy snacks because previously they
have responded from the beginning from the
experience that has been received and coupled with
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
84
the knowledge gained through the TPS learning
model.
4.3 The influence of Think Pair Share
learning model on the action of
healthy snack consumption in
school age children
The model of TPS learning has an effect on the
change of action of healthy snack consumption in
school-age children. Learning method is one of the
most important factors in the learning process, which
is where learning is a process of change of individual
behavior gained through experience, stimulus-
response, habituation, understanding, appreciation
and through the activities of individuals in achieving
something they want (Payitno, 2009) in an effort gain
habits, knowledge, and attitude (Lester & Elis in
Simamora R 2009). The results of previous research
mentioned that the TPS learning model has an active
role in increasing the interest, achievement and
motivation of children about the learning in schools
such as mathematics, biology, science and so on, as
well as the improvement of children's actions about
healthy snacks selection that has been done by
researchers because the children are invited to think
critically and be able to decide what is deemed good
and what is not good, so it creates a good action in the
selection of healthy snacks (Saragih, 2014).
Similarly, the results of research conducted by Suarni
(2012) states that the TPS learning model can
increase the activity or action of students in learning
mathematics. The research that has been done by
(Wulandari, 2010) reveals that the application of TPS
learning model is very effective to increase student
participation in learning and also improve student
achievement toward the given course.
5 CONCLUSION
TPS learning model can change the knowledge and
action of school-age children in the healthy selection
of snacks because in TPS invites students to play an
active role in solving a problem and critical thinking.
But this method of learning can not change the
attitude of school-age in the selection of healthy
snacks because of the factor from within the
individual itself in response to the stimulus provided.
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