The Think Pair Share (TPS) Learning Model in the Behavior of

Healthy School Snack Selection of School Age Children

Kusnanto Kusnanto

, Praba Diyan Rachmawati

and Ni Komang Wepiyanti

Faculty Of Nursing, Universitas Airlangga, Surabaya, Indonesia

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 (Oogarah‐Pratap 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

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

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

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 p≥α 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

21.7

Enough

39.1

56.5

43.5

30.4

Less

60.8

21.7

56.5

69.5

Mean

11.2

1.9

13.5

2.8

1.9

10.7

Median

p=0,002

p=0,257

p=0.000

Characteristic of

Respondent

Intervention

Group

Control

Group

Pocket Money

2000 IDR

2000 IDR- 5000

IDR

73.91

60.87

6000 IDR - 10.000

IDR

17.39

30.43

>10.000 IDR

8.70

Information

Ever

100

Never

Age

10 years old

30.43

26.08

11 years old

69.56

73.91

Resources

Parent

21.74

13.04

Teacher

34.78

Peer

Media

34.78

8.69

Parent and Teacher

8.69

Parent and Media

8.69

Parent, teacher and

Media

8.69

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

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

47.8

52.2

Positive

52.2

47.8

Mean

46.04

4.02

47.65

4.47

46.48

3.54

45.26

3.68

Median

p=0.705

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

21.

30.4

13.

Enough

52.

60.8

39.

Less

26.

8.69

60.87

47.

Total

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

Median

p=0.034

p=0.109

P=0.006

Wilcoxon signed rank test results obtained p-

value = 0.109 means p≥α 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

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

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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ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education