Assessing the Impact of Thinking Aloud Pair Problem Solving (TAPPS) on Students' Mathematical Communication and Achievement in Solid Geometry

Research aims: This study aims to analyze the effectiveness of the Thinking Aloud Pair Problem Solving (TAPPS) learning model compared to the direct learning model on the mathematical communication skills and cognitive learning outcomes of grade VIII MTs Sabilul Ulum Mayong Jepara students on flat side room building materials. Design/methodology/approach: This study applied a quantitative approach with a true experimental design in the form of a posttest-only control group design. The research population was all students in grade VIII MTs Sabilul Ulum Mayong Jepara which amounted to 236 students. The sample was determined using cluster random sampling technique, selected class VIII B (39 students) as the experimental group taught with the TAPPS model and class VIII A (41 students) as the control group with a direct learning model. The data collection instrument was in the form of a description test that had been tested for content validity (index V Aiken = 0.83) and reliability (Cronbach's Alpha = 0.887 for mathematical communication and 0.877 for learning outcomes). Inferential data analysis was carried out by independent samples t-test at a significance level of α = 0.01 using SPSS version 26 after the fulfillment of the Kolmogorov-Smirnov normality test and the Levene variance homogeneity test. Research Findings: The results of the statistical analysis showed: (1) There was a significant difference in mathematical communication skills between the experimental and control classes (tcount = 2.423 > ttable = 2.375; p = 0.018), with the average score of the experimental class (12.08) higher than that of the control class (9.37); (2) There was a significant difference in mathematics learning outcomes between the experimental and control classes (tcount = 2.560 > ttable = 2.375; p = 0.012), where the average score of the experimental class (35.36) outperformed the control class (26.78). These results prove that learning with the TAPPS model is significantly more effective than the direct learning model. Theoretical/Originality Contribution: This research provides a theoretical contribution in strengthening the perspective of Vygotsky's social constructivism through the mechanism of thinking aloud and active listening in solving mathematical problems of three-dimensional geometry materials. Practically, this research offers an alternative collaborative learning model for educators to transform passive classroom culture into an interactive dialogue space.