Talking Stick-Based Team Games Tournament Learning Model on Students' Interest in Learning Akidah Akhlak

This learning model will focus on the Teams Games Tournament cooperative learning model on students' learning interest and learning outcomes in Mathematics learning. The Teams Games Tournament learning model is considered appropriate because it can increase students' interest so they are more interested in Mathematics subjects. If students are interested in Mathematics subjects, this will have a positive impact on the students' learning outcomes. Thus, the hypothesis used in the research entitled The Influence of the Teams Games Tournament (TGT) Learning Model on Students' Interest in Learning and Mathematics Learning Outcomes, namely H1: Application of the Teams Games Tournament (TGT) Learning Model has an influence on the Learning Interest and Mathematics Learning Outcomes of Class VIII SMPN 2 Students Ngantru Tulungagung. H0: Implementation of the Teams Games Tournament (TGT) Learning Model has no effect on Learning Interest and Mathematics Learning Outcomes of Class VIII Students at SMPN 2 Ngantru Tulungagung.

This research aims to find out the influence of the Teams Games Tournament (TGT) learning model on students activities and learning outcomes of class XI at Nurul Hakim Modern Islamic Boarding School. The type of this research is a Quasy Experiment. The population in this study was all students of class XI IPA of Nurul Hakim Modern Boarding School which amounted to 60 students. The sample used was class XI IPA 1 as an experimental class of 30 students and class XI IPA 2 as a control class of 30 students. Research instruments used to find out student learning activities are using a student learning activity questionnaire and for student learning outcomes was use multiple choices test of 25 questions. Data analysis was done using hypothesis tests. The percentage of students' learning activities in the experimental class was 83.70% which was higher than the learning activities of the control class students, which was 51.50%. The average learning outcome in the experimental class model was 82.00 and in the control class was 78.00. Based on the results of the analysis of thitung > ttabel which is 3.06 > 2.00, which means that Ha is accepted, and Ho is rejected. So, it could be concluded that there is an influence of student learning activities and outcomes using the Teams Games Tournament (TGT) learning model.

The purpose of this study is to analyze the effect of the Snowball Throwing and Teams Games Tournament learning models on learning outcomes and explain the differences between the Snowball Throwing learning model and the Teams Games Tournament learning outcomes on heat transfer science subjects in elementary schools. The results of the research 1) there is an influence of the snowball throwing learning model on the science learning outcomes of heat transfer material for Students of 1st Kuwu State Elementary School, Dempet, Demak based on the value of Sig. (2-tailed) 0.000 0.05, or t-count 9.657 t-table 2.06390. The magnitude of the influence is 15.80. 2) There is an influence of the Team Games Tournament (TGT) learning model on the science learning outcomes of heat transfer material for fifth-grade Students of 4th Dempet State Elementary School, Dempet, Demak based on the value of Sig. (2-tailed) obtained 0.000 0.05, or t-count 11.932 t-table 2.05183 while the magnitude of the effect given is 23.99. 3) There is a difference in the influences between the snowball throwing learning model and the team games tournament (TGT) on the improvement of science learning outcomes for fifth-grade Students heat transfer material in elementary schools. It can be concluded that the experimental 2nd experimental class research using the Team Games Tournament (TGT) learning model increased learning outcomes higher than the 1st experimental class research which used the snowball throwing learning model

Learning should be designed to provide opportunities for students to be active and develop the skills needed in the 21st century. The Teams Games Tournament learning model which is abbreviated as Teamament is a cooperative learning model that is student-centred and oriented to the competencies needed in the 21st century. The research was carried out in two cycles by applying the Teams Games Tournament (Teagament) learning model with Crossword Puzzles (TTS) on the subject of Plant and Animal Reproduction Systems. Data collection techniques through learning outcomes tests, observation, and documentation. The results showed an increase in student activity and learning outcomes after the implementation of the action. The percentage of student activity increased from 40% at the end of the first cycle to 66.7% at the end of the second cycle. The percentage of students' learning completeness increased from before the action, cycle I and cycle II, respectively 36.7%, 46.7%, and 70%. It can be concluded that the application of the Teams Games Tournament (Teagament) learning model with Crossword Puzzle (TTS) media can increase the activity and learning outcomes of class IX C students of SMP Negeri 1 Bumijawa semester 1 of the 2019/2020 academic year on the subject of Plant and Animal Reproduction Systems

The low interest in learning of students, especially in terms of involvement and interest in learning, is the background of this study. This study aims to determine the effect of the Teams Games Tournament (TGT) learning model on students' interest in learning in the subject of Islamic Religious Education (PAI) in class VIII of SMP Negeri 23 Bandar Lampung. This study uses a quasi-experimental quasi-quantitative technique. The sample consists of two classes, namely the experimental class with the TGT model and the control class with conventional learning. The basic random sampling method can be used with the spin-the-wheel program. With a significance value of the TGT class of 0.04 ± 0.05, the normality test shows from the results of the study that the experimental and control classes are normally distributed. The homogeneity test produces homogeneous data and the results are 0.341> 0.05. Data were obtained through a questionnaire and t-test analysis was carried out. The results showed that students in both classes had slightly different learning interests; Students who studied with the TGT approach showed higher enthusiasm in learning. Thus, the TGT model helps increase junior high school students' curiosity about PAI.

The purpose of this research is to determine the effectiveness of the implementation of Teams Games Tournament learning model on students learning activities. Students’ activeness in learning can be seen from their sincerity in following the lesson. To solve the students’ activities problems, the researcher is interested in trying a learning model, that is Teams Games Tournament (TGT) model to improve students’ learning activities. This research was experimental research with a randomized control group posttest only design. The population was 8th grade students at MTsN 12 Tanah Datar West Sumatera. The sample was selected using the purposive sampling technique. The experimental class was 8th C grade and the control class was 8th E grade. The instrument used was questionnaires. To analyze the data, the researcher used the t-test and data analysis by the SPSS program.Base on data analysis, the results of tcount is bigger than ttable. tcount of 2,391 and ttable of 1,718. It means the Teams Games Tournament (TGT) learning model was effective on students’ learning activities.

This research aims to determine the increase in the ability to understand mathematical concepts in grade III elementary school students through the Team Games Tournament (TGT) learning model assisted by the PhET application and conventional learning models. The method used is a quasi-experimental design and a nonequivalent control group design. Participants in this research were 63 grade III elementary school students. Sampling in this study used a purposive sampling technique. Data collection techniques in this research are tests, observation, interviews, and documentation. The instrument used consists of a test of the ability to understand mathematical concepts in the form of a description and is stated to have met the requirements for content validity, construct validity, reliability, level of difficulty, and differentiation. The data analysis technique for hypothesis testing uses IBM SPSS Statistics 2.6 software, namely the normalized n-gain hypothesis test. Based on the research results, students' ability to understand mathematical concepts at SDN Pancasila Lembang experienced a significant increase after receiving learning using the Team Games Tournament (TGT) learning model assisted by the PhET application. This is proven by the results of the n-gain data test calculation, which is 0.36 in the medium category. The average posttest score obtained for the experimental class was 67.78 and the average posttest score obtained for the control class was 30.32. This means that the increase in understanding of mathematical concepts in the experimental class is higher compared to the control class. Therefore, it can be concluded that the Team Games Tournament (TGT) learning model assisted by the PhET application is recommended as an alternative learning model for improving students' ability to understand mathematical concepts in elementary school.

The aim of this study was to determine the effect of the Team Games Tournament (TGT) learning model using Flashcard media on the cognitive abilities and motivation to learn Biology in class VII students at SMP Negeri 2 Praya Timur, Central Lombok Regency. This type of research is a quasy-experimental, with a research design using a post-test, Non-equivalent Control Group Design which is carried out in three meetings. The population in the study were all students of class VII SMP Negeri 2 Praya Timur. The research sample is class VII2 as the experimental class and class VII1 as the control class. Cognitive ability data was obtained using a test (post-test) which was carried out at the end of the learning process. The results showed that the average value of the classical class in the experiment (VII2) was 91,6%, and the completeness of the control class was 75%. Testing the cognitive ability hypothesis in this study uses the Polled Variance formula. On the results of cognitive abilities obtained a tcount of 3,000 and then consulted with a ttable of 2,0105 with dk = 48 at a significant level of 5%. Because tcount > ttable, it can be concluded that the Team Games Tournament learning model using Flashcard media has an effect on the Biological cognitive abilities of class VII students of SMP Negeri 2 Praya Timur. As for motivational data, a tcount of 34.46 was obtained with the same ttable. Because tcount > ttable, it can be concluded that the Team Games Tournament learning model using Flashcard media has an effect on motivation to study Biology in class VII of SMP Negeri 2 Praya Timur.

This research discusses the application of the Teams Games Tournament (TGT) learning model in Fiqh subjects to increase students' interest in learning at MTs Al-Azhar Peterongan Jombang. The method used is a quantitative method, a type of Classroom Action Research (PTK) research based on the Kemmis & McTaggart model, which consists of planning, action, observation and reflection. This research was carried out in two cycles, with the aim of improving the learning process gradually. The research results show that the application of TGT significantly increases students' interest in learning. In the first cycle, students began to show more active involvement, while in the second cycle, student participation increased by 30%. The TGT learning model has succeeded in creating a fun and competitive learning atmosphere, in accordance with the principles of collaboration and continuous improvement in the Kemmis & McTaggart PTK model. In conclusion, the TGT model is effective in increasing students' interest in learning and can be applied as an innovative learning strategy. This research contributes to the development of CAR-based learning methods to improve the quality of education. This research discusses the application of the Teams Games Tournament (TGT) learning model in Fiqh subjects to increase students' interest in learning at MTs Al-Azhar Peterongan Jombang. The method used is Classroom Action Research (PTK) based on the Kemmis & McTaggart model, which consists of planning, action, observation and reflection. This research was carried out in two cycles, with the aim of improving the learning process gradually.

The research aims to determine the influence of the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year. The research hypothesis is that there is a positive influence between the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year Quantitative and descriptive research methods. The population of all class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year who are Protestant Christians is 60 people. This research is population research. The research instrument is a closed questionnaire. The results of data analysis obtained: a) The value of rcount=0.583>rtable=0.254 shows that there is a positive influence between the Team Games Tournament (TGT) learning model and students' interest in learning Christian Religious Education and Character. b) Regression equation. c) The determination test revealed that the magnitude of the effect was 33.99%. d) Hypothesis testing obtained Fcount=29.896>Ftable=3.15 so H0 is rejected and Ha is accepted. The research concluded that there was a positive influence between the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 Academic Year.

This study aims to conduct literature on the Team Games Tournament (TGT) learning model in Mathematics learning and to identify the identification and aplication of the team games tournament learning model in mathematics learning. The method used in this study is systematic literature review (SLR) method. From a review of articles and research, the Team Games Tournament Learning Model in mathematics learning show that learning activities with the Team games tournament learning model in mathematics learning have a significant positive Effecton increasing student learning haul in understanding the concept of student responses and student activities being more effective. This is in line with the results of a review of several articles in which it is found that learning with the team games tournament learning model Can be used as an innovation in learning.

This research aims to describe the application of the Teams Games Tournament (TGT) learning model assisted by Missing Card media to improve the numeracy skills of Class I students in elementary schools. The subjects of this research were 24 grade 1 students at SD Negeri 078/I Teluk Ketapang. This research is classroom action research (PTK). Observation, interviews, tests, and documentation were obtained from this research data. The results of research that implemented the Teams Games Tournament learning model assisted by Lost Card media showed an increase in students' numeracy skills as indicated by recapitulation data which was guided by indicators of class I students' numeracy abilities. The percentage of students' numeracy abilities in cycle II reached 79.16%. there was an increase in numeracy ability, which in the pre-cycle was 29.16%. and cycle I reached 59.09%.

The low of Mathematics learning outcomes of the fifth-grade students are the main problem in this study. It is because the teacher has not implemented a learning model that can enable students in the learning process, the lack of use of media in the learning process provided by the teacher, students study Mathematics rarely, and the lack of concentration in receiving Mathematics. This study aimed to determine the effect of the video media assisted Teams Games Tournament (TGT) learning model on the Mathematics learning outcomes of the fifth-grade students. This research was a quasi-experimental with using non-equivalent post-test only control group design. The population of this research was 137 students. This study applied an intact group technique so the research sample of fifth grade students was 52 students. The students’ Mathematics learning outcomes were collected by using an objective test method through 24 multiple choice questions. The research hypothesis was tested using t-test. Based on the results of data analysis, the researcher obtained tcount = 14,354 > ttable = 2,021 (at a significance level 5%). The result of hypothesis test indicated that there was a significant difference on students’ Mathematics learning outcomes. Thus, it can be concluded that the video media assisted Teams Games Tournament (TGT) significantly influences the mathematics learning outcomes.

The purpose of this study was to determine and examine the effect of the Team Games Tournament (TGT) learning model on increasing creativity, cooperation, soccer skills in deaf students. The method used was an experimental method with a research design was a pretest and posttest design. The population in this study were students of SLB Negeri Cicendo and the sample was 20 grade students. The sampling technique is total sampling. The research instrument is creativity developed from Juliantine's research (2010) and the instrument for playing football skills using GPAI (Game Performance Assessment Instrument Components). The results showed that: (1) there was an effect of the Team Games Tournament (TGT) type of cooperative learning model on creativity in deaf students, (2) there was an influence of the Team Games Tournament (TGT) type of cooperative learning model on cooperation among deaf students, (3) There is the influence of the Team Games Tournament (TGT) type of cooperative learning model on the skills of playing football in deaf students, (4) there are differences in the Team Games Tournament (TGT) type of cooperative learning model and the conventional learning model on creativity, cooperation, and football playing skills of deaf students . Referring to the results of the analysis and research conclusions, the authors provide several recommendations for other researchers who are interested in answering new findings, namely regarding the absence of influence on the variables of creativity, cooperation, football skills through the Team Games Tournament learning model. This may be a weakness in the researcher regarding the research method, data collection techniques, and the sample involved.

This study presents the author's experiment on the effectiveness of the Teams Games Tournament (TGT) learning model. The purpose of this study is to improve children's memory skills in vocabulary learning in grade 4 elementary school children. The researchers used experimental quantitative methods. In this study, researchers used crossword puzzles as learning media in conjunction with the Team Games Tournament learning model. In this study, the researchers made a comparison between the pre-test and post-test scores, namely the lowest score was 36 and the lowest score of the post-test was 40. And the maximum value of the pre-test was at 84 with the maximum value during the post-test was 88, so it was said that the study was quite effective in improving children's memory in 4th grade English vocabulary lessons.