Abstract
Introduction: Learning method of Team Game Tournament (TGT) has student-centered learning characteristic focuses on students’ knowledge construction in which they could find important information useful for constructing their own knowledge. The continuous weak comprehension of neurology system anatomy and physiology resulted in the application of TGT for constructing students’ knowledge in this study. This study aimed to analyze the efficacy of TGT application for improving learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Methods: This pre-experimental study used the one group pretest post-test design approach. Target population was all nursing students in two institutions around Surabaya in the even semester of 2016/2017 academic year. Inclusion criteria were passed the course of Biomedical II or Nursing Basics I. Sample size was 143 chose by total sampling. Independent variable was TGT application and dependent variables were learning motivation and achievement. Study instruments were motivation questionnaire and objective test. Data analysis used paired t-test and Mann-Whitney test with α ≤ 0.05. Ethical clearance was issued (number: 449-KEPK). Results: Most respondents were 19 years old single female who chose nursing major because of their dream, and the majority still live with parents in their own house. Only learning motivation data that were normally distributed. TGT application could increase learning motivation and achievement of nursing students significantly (p=0.000 and p=0.028 respectively). Conclusions: TGT application could increase learning motivation and achievement in studying neurology system anatomy and physiology among nursing students. Further implementation could be broad, other subjects in nursing could be the target in which difficult subject would be underlined.
Highlights
Learning method of Team Game Tournament (TGT) has student-centered learning characteristic focuses on students’ knowledge construction in which they could find important information useful for constructing their own knowledge
The cooperative learning model of team game tournament (TGT) is one of the easy-to-apply cooperative learning models involving the activities of all students without any degree of status, involving the role of students as peer tutors, and containing the elements of game and reinforcement (Hamdani, 2011)
Based on the results of a survey conducted on the faculty of nursing (FoN) of our institution in which the students have been exposed to all materials of anatomy and physiology (BiomedicalII and Nursing Basics I), most students reported that it was difficult to understand the anatomy and physiology of the nervous system
Summary
The cooperative learning model of team game tournament (TGT) is one of the easy-to-apply cooperative learning models involving the activities of all students without any degree of status, involving the role of students as peer tutors, and containing the elements of game and reinforcement (Hamdani, 2011). Based on the results of a survey conducted on the faculty of nursing (FoN) of our institution in which the students have been exposed to all materials of anatomy and physiology (BiomedicalII and Nursing Basics I), most students reported that it was difficult to understand the anatomy and physiology of the nervous system Students expressed their difficulties in understanding those subject because the complexity of the study materials. Through the TGT method students will actively communicate, think further, and allow students to learn more relaxed as well as foster responsibility, cooperation, healthy competition and learning involvement (Shoimin, 2014) The advantages of this learning method include increased student learning motivation and achieved better learning outcomes (Taniredja, 2011). The general purpose of this research was to explain the effect of TGT application towards the learning motivation and achievement among nursing students, especially in the subject of nervous system anatomy and physiology. Specific objectives were: 1) identifying, analyzing, and explaining the effect of TGT implementation on learning motivation, and 2) Identifying, analyzing, and explaining the effect of TGT implementation on learning achievement
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