The Effectiveness of the Teams Games Tournament Cooperative Learning Strategies in Qira'ah Jahriyah | faʿāliyat istikhdām istirātījiyyat al-taʿallum al-taʿāwunī binawʿ jawlāt ʾalʿāb al-farīq fī tadrīs al-qirāʾah al-jahriyyah

This research is motivated by the existence of several obstacles in the mathematics learning process, including mathematics learning not using learning models, learning is still dominated by educators, most students think learning mathematics is difficult and boring, and student learning outcomes in mathematics are still low. Based on the problems above, the formulation of the problem in this research is: Is there an influence of using cooperative learning models such as Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) on student learning outcomes in class IV mathematics at SD Negeri Pabuaran 03 for the 2023 school year? /2024?. The aim of this research is to determine the effect of using cooperative learning models such as Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) on student learning outcomes in class IV mathematics at SD Negeri Pabuaran 03. In this research sample. Based on the results of the research conducted, it can be concluded that the cooperative learning model of the Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) types has an influence on student learning outcomes. This can be seen from the research results which show a significant difference between the increase in learning outcomes of experimental class students and control class students. In the experimental class (IVA), an increase in learning outcomes was obtained by 25.6 with an average pretest score = 50.6 and an average posttest score = 76.5. Meanwhile, in the control class (IVB) an increase in learning outcomes was obtained by 17.8 with an average pretest score = 54.3 and an average posttest score = 72.1. This means that the average learning outcomes of the experimental class using the Teams Games Tournament (TGT) type cooperative learning model are better than the average learning outcomes of control class students using the Student Teams Achievement Division (STAD) type cooperative learning model

The curriculum of elementary education is natural science (IPA) which is a field of study related to natural phenomena systematically. The purpose of learning science courses in elementary schools is to gain understanding and knowledge about interesting science concepts that can be applied in everyday life. This is important to address the problems of lack of teacher creativity, student learning activities, and student learning outcomes. Although relevant, this is a generalization, namely how TGT addresses less than optimal learning outcomes in energy material. involving 41 fourth grade students of Jatinegara Elementary School, East Jakarta, divided into a control class and an experimental class. 22 out of 24 students (91.7%) showed an increase in learning outcomes after participating in Team Games Tournament (TGT)-based learning, while only 2 students experienced a decrease in the control class that did not receive similar treatment, while the rest experienced an increase. The total number of students mentioned in the results (24 experimental students + X control students) is not explicitly 41. You need to make sure the total sample and distribution between the experimental and control classes are clearly and consistently stated in the methods and results sections. If the experimental class only has 24 students, then the control class only has 17 students (41-24), 22 out of 24 students (91.7%) showed an increase in learning outcomes after participating in Team Games Tournament (TGT)-based learning, while only 2 students experienced a decrease in the control class that did not receive similar treatment, while the rest experienced an increase.

Many factors that determine success in the learning process are interrelated. These factors are: teachers, students, curriculum, learning, media, infrastructure and environment. The teacher's role is to design learning strategies that can make students always study well and enthusiastically. Such a learning strategy will have a positive impact on achieving optimal learning achievement. This research aims to determine: (1) the learning outcomes of students' Jurisprudence taught using the TPS learning strategy with expository learning strategies, (2) the learning outcomes of Jurisprudence students with different self-control, and (3) the effect of learning strategies and self-control on learning outcomes Student Fiqh. The research was conducted at Madrasah Aliyah Al-Washliyah, Lima Puluh Pesisir District, Batubara Regency. This research method is a quantitative research with quasi-experimental research methods. The research population is 3 classes with a sample of 1 research class as the experimental class and 1 class as the control class. Data collection instruments were multiple choice test and questionnaires were given to students who were research respondents, then data analysis techniques were two-way analysis of variance. The research findings show: (1) the average Jurisprudence learning outcomes of students taught using the think pair share learning strategy is higher than the average Jurisprudence learning outcomes of students taught with expository learning strategies. Thus the think pair share learning strategy is more effectively applied in Jurisprudence learning in order to improve students' Jurisprudence learning outcomes without paying attention to differences in self-control, (2) the average learning outcomes of students with high self-control who are taught using the think pair share learning strategy and expository learning strategies are higher than the average learning outcomes of students with low self-control, and (3) there is the influence of learning strategies and student self-control which have a different effect on learning outcomes of Jurisprudence. In connection with the findings of this study, it can be recommended for teachers to implement the think pair share learning strategy. Through the implementation of the think pair share learning strategy, it is hoped that teachers can arouse and motivate students' involvement and active participation in learning

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.

This study aims to determine student learning outcomes with the cooperative learning model TGT assisted by crossword puzzles on compound nomenclature material. Learning outcomes data collection tool used objective tests totaling 20 questions that have been tested for validity, difficulty level, different power, and reliability with an r value of 0.92. The results of data analysis showed an increase in student learning outcomes in the experimental class by 81.66% higher when compared to the control class by 75%. The average value of learning outcomes in the experimental class was 81.66 ± 9.17, while the average value of student learning outcomes in the control class was 75 ± 8.88. The results of the one-tailed t test were obtained tcount> t table (3.29> 1.67) so that Ha was accepted. This means that the learning outcomes of students in the experimental class are higher than those of the control class. The sum of students' motivation in the experimental class is initial motivation of 86.8, while final motivation is 96. This shows that the Team Games Tournament (TGT) cooperative learning model assisted by crossword media can improve learning outcomes and student motivation, and make a positive contribution to learning outcomes.

Objective: This study aims to explore and implement the Team Games Tournament (TGT) learning model in music learning at SMA Negeri 2 Mranggen. The TGT model, which is part of a cooperative learning strategy, is expected to increase active participation, collaboration between students, and conceptual understanding in music art learning. Method: This study uses a quantitative approach and a quasi-experimental research type. The sample in this study consists of three classes, namely class XI G, H and I. The sampling technique is purposive sampling. Data collection used includes tests, questionnaires, and observations. The instruments to be used include tests, questionnaires, and observation sheets. Data analysis techniques in this study with descriptive analysis, validity tests include expert validation and instrument trial validation, reliability tests, normality tests and t-tests. Results and Discussion: The results of the study showed that there was a significant increase in student learning outcomes, the initial validity value obtained a result of 0.254 or 25.4 included in the (Low) category and the final validity result obtained a result of 0.864 or 86.4 included in the (very high) category. From these results, it is known that the difference between the pretest and posttest results is 0.610 or 61.0 which indicates that the increase in student motivation and learning outcomes is in the high category. Conclusion: learning music arts with the use of the Team Games Tournament (TGT) learning model can increase student motivation and learning outcomes at SMA Negeri 2 Mranggen by 61.0. These findings provide a practical contribution to the development of active learning models in the context of arts education in secondary schools, especially in music learning, and open up opportunities for the application of similar models in other schools.

This study aims to determine the effect of Teams Games Tournament (TGT) learning model on the motivation and learning outcomes of grade X students in History subjects at MAN 3 Jombang. The background of this study is the low motivation of students to learn due to the use of conventional learning models that tend to make students passive, bored, and less interested. The TGT model is considered an alternative because it can increase students' active involvement in the learning process. This research used a quantitative approach with quasi experiment method. The research samples were students from class X-11, which was the experimental class, and X-15, which was the control class. Data collection techniques included questionnaires, tests, and documentation. Data analysis was done by prerequisite test (normality and homogeneity), Independent Sample t-Test test, and MANOVA test. The results showed that the TGT learning model had a significant effect on learning motivation, with the value of tcount (9.180) > ttable (2.022) and Sig. 0,000 < 0,05. In addition, TGT also has a significant effect on learning outcomes, with tcount (7.979) > ttable (2.022) and Sig. 0,000 < 0,05. Simultaneously, TGT affects student motivation and learning outcomes based on MANOVA test (Sig. 0.000 < 0.05).

This research aims to determine the effect of the Teams Games Tournament (TGT) learning model assisted by the Plickers application on Elementary Algebra learning outcomes for students in the Bachelor of Mathematics Education study program at Bengkulu University. The Elementary Algebra course is a compulsory course offered in the FKIP UNIB Mathematics Education Undergraduate Study Program with a weight of 2 credits. However, the learning outcomes of students from the class of 2022 in the previous Elementary Algebra study were still low, namely only getting an average score of 58.6. So researchers applied a student-centered learning model to improve student learning outcomes. One of the learning models that can be used is the Teams Games Tournament with the help of the Plickers application. The type of research carried out was quasi experimental research with a pre-test post-test control group design. The research sample was students from the Bachelor of Mathematics Education study program at Bengkulu University, semester 1A with a total of 29 students and semester 1B with a total of 29 students. Semester 1A students applied the Teams Games Tournament (TGT) model assisted by the Plickers application and semester 2B students applied the Leaturing method or telling method. The data was analyzed statistically descriptively and inferentially through a t-test with the help of SPSS and obtained a value of ????−???????????????????? or ????????????<0.05, namely 0.00<0.05, so it can be concluded that the use of the Teams Games Tournament ( TGT) learning model assisted by the Plickers application on the learning outcomes of students in the Bachelor of Mathematics Education study program at Bengkulu University, it has a positive effect on student learning outcomes. During the learning process in the classroom, the Teams Games Tournament model assisted by the Plickers application creates a dynamic, interactive and motivating learning environment. By combining competitive, collaborative, and technological elements, this model helps increase student participation, deepen understanding of concepts, and create memorable learning experiences.

This research is motivated by student learning outcomes that are not optimal, the lack of use of innovative and interesting learning models in Fiqh subjects. The purpose of this study was to determine the effect of the Team Game Tournament (TGT) cooperative learning model using the Question Card media on the results of learning Fiqh. The research method used was a quasi-experimental quantitative method (quasi-experimental) in this study using an experimental class and a control class. The experimental class uses the Team Game Tournament (TGT) cooperative learning model and the control class uses the conventional learning model. In this study the samples were taken using the side purposing technique and then redominated which resulted in 30 students in the experimental class and 30 students in the control class, so that the total number of samples was 60 students. The results of this study indicate that there is an influence of the Team Game Tournament (TGT) cooperative learning model on student learning outcomes in the Fiqh subject with an increase in learning outcomes which shows an average score of 50% in the pretest and 87% in the posttest in the experimental class

The use of inappropriate learning models in the learning process can cause students to become less active. This study aims to analyze the effect of implementing a cooperative learning model of the Teams Games Tournament (TGT) type on the learning outcomes of students in grades IVA and IVB of Elementary School. This study uses a quasi-experimental design with a quantitative approach and is included in the experimental research category. The study population consisted of all 24 students of grade IVA as the experimental group and 22 students of IVB as the control class. Data collection techniques were carried out through validity tests, reliability tests, hypothesis tests with independent sample t-tests. The results of the study showed that there was a significant increase in student learning outcomes between the experimental class and the control class. Seen from the post-test results obtained by class IVA (Experiment) with an average value of 80.29 while class IVB (Control) obtained an average value of 67.41 thus the value obtained by the experimental class has exceeded the Minimum Completion Criteria of 75. This is based on the results of the hypothesis test using the independent sample t-test obtained a sign value. (2-tailed) of 0.000 < 0.05, it can be continued that there is an influence between the experimental class using the Teams Games Tournament model which has a significant influence on the learning outcomes in grade IV of Elementary School.

Education is a means and container for developing human resources (HR), therefore it needs to get attention and support from both the government, community and family. In the world of education today there are still many learning methods that use conventional learning models, namely students only listen to the teacher explaining the subject matter, without any action or activity as a learning experience. Learning activities like this, cause the results achieved by students in learning are not maximized, because students are only able to memorize facts, concepts, principles and theories. This study discusses efforts to improve student learning outcomes through TGT type cooperative learning. This study aims to obtain information about improving science learning outcomes for third grade students in the 2022/2023 school year through cooperative learning of the TGT type. The formulation of the problem in this study is: can the learning outcomes of class III students at SDK WILAIN be improved through the TGT Cooperative model. The object of research in this study were all Class III students of SDK WILAIN, totaling 16 people. The research instruments used in data collection were observation guidelines and test results after the action was taken. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis. Based on the initial survey conducted by the author, teachers who only used the lecture method resulted in low interest in learning and student learning outcomes in class III. Likewise for science subjects at SDK WILAIN, according to the documentation in the form of subject scores obtained from subject teachers, only 5 people (31.25%) out of 16 students showed high interest in learning that met the KKM (Minimum Completeness Criteria determined by For this reason, a new learning strategy is needed to improve the quality of the science learning process so that it has an impact on student learning outcomes.By using the Team Games Tournament (TGT) cooperative learning method, it is hoped that it can increase student learning interest.
 The results showed that there was an increase in student learning outcomes before and after the implementation of the TGT cooperative model. The score of students' interest in learning in class III SDK WILAIN before applying the cooperative model was 31.25%, which met the minimum completeness criteria or were in the low category. While the learning outcomes of third grade students at SDK WILAIN after implementing the TGT cooperative model were 87.5% which were in the high category. So the application of the TGT cooperative model can improve the learning achievement of class III students at SDK WILAIN.

The purpose of this study was to determine the effect of Realistic Mathematics Approach on the learning outcomes of seventh grade students of Junior High School 6 Pekanbaru with quasi-experimental. There are two classes that will be sampled, namely the experimental and control classes with purposive sampling as a data collection technique. The data collection method used is a test with descriptive and inferential statistical data analysis techniques. Descriptive statistical analysis technique was used to describe the power obtained from the measurement results of the dependent variable, namely learning outcomes, inferential statistical analysis techniques were used to analyze sample data (pre-test and post-test). The results of descriptive statistical analysis showed that the average pre-test for the experimental and control classes were 50.10 and 54.31, while the post-test averages for the experimental and control classes were 76.79 and 68.13. In this study, the data were normally distributed, with a homogeneity value of 0.752 and when tested t the result was 0.002 < 0.05, so it can be concluded that there is an effect of realistic mathematics approach on student learning outcomes.The purpose of this study was to determine the effect of Realistic Mathematics Approach on the learning outcomes of seventh grade students of Junior High School 6 Pekanbaru with quasi-experimental. There are two classes that will be sampled, namely the experimental and control classes with purposive sampling as a data collection technique. The data collection method used is a test with descriptive and inferential statistical data analysis techniques. Descriptive statistical analysis technique was used to describe the power obtained from the measurement results of the dependent variable, namely learning outcomes, inferential statistical analysis techniques were used to analyze sample data (pre-test and post-test). The results of descriptive statistical analysis showed that the average pre-test for the experimental and control classes were 50.10 and 54.31, while the post-test averages for the experimental and control classes were 76.79 and 68.13. In this study, the data were normally distributed, with a homogeneity value of 0.752 and when tested t the result was 0.002 < 0.05, so it can be concluded that there is an effect of realistic mathematics approach on student learning outcomes.

This study aims to determine the effect of the application of the Team Games Tournament (TGT) model on biodiversity materials based on QuizWhizzer game media on the motivation and learning outcomes of grade VII students of SMP Negeri 7 Samarinda. The research method used was a quasi-experimental with a pretest-posttest control group design. The research subjects consisted of 25 students in grades VII-D as an experimental class using the QuizWhizzer-based TGT model, and 25 students in class VII-F as a control class using the discovery learning model. The results of the study showed that there was a significant influence of the application of the QuizWhizzer-based TGT model on student motivation and learning outcomes. Based on the results of the t-test, a significance value (2-tailed) of 0.001 < 0.05 was obtained which showed a significant influence on learning outcomes. The results of the N-Gain test showed an increase in learning outcomes in the medium category, with an average increase in the experimental class of 0.43, while the control class was 0.35. In addition, the results of the Mann-Whitney test on learning motivation showed a p-value of 0.000 < 0.05 which means that there is a significant difference between the two classes. Thus, it can be concluded that the use of the Team Games Tournament (TGT) model based on QuizWhizzer media has a significant effect on increasing student motivation and learning outcomes. This model has also been proven to increase students' interest in the learning process through fun game elements.

Technology-based learning media has an important role in increasing learning motivation and student learning outcomes, one of which is web-based blooket media. Blooket media provides the pleasure of learning while providing learning challenges, activates student learning, and has relevance to the basic values of the independent learning curriculum. This research aims to determine the effect of the blooket media-based team game tournament (TGT) cooperative learning model. on motivation and learning outcomes of Pancasila Education. The research used a quasi-experimental design method with a research population of students at Cimanggung State High School and purposive sampling, the experimental class consisted of 31 people and the control class consisted of 31 people. Data analysis to assess learning outcomes uses paired sample t-test by providing learning outcomes tests in the form of pre-test and post-test, while learning motivation uses Likert scale analysis by providing a Motivation Questionnaire. The results of the research show that the TGT cooperative learning model based on digital blooket media has a higher influence on motivation and learning outcomes, compared to non-digital blooket TGT in Pancasila Education. The experimental class learning motivation interval score was 94% (very high) and the class interval score control was 54% (High) for experimental class learning outcomes was 77% (high) and for control class learning outcomes was 63% (Medium). with a t-test p-value <0.05 (0.000), indicating a significant effect.

This experimental research was implemented in two elementary schools, namely SDN Kaduronyo 1 as the experimental class and SDN Palembang 2 as the control class. Before carrying out the research, the conditions must be met: the population and sample must be homogeneous or the same. When the two groups are homogeneous or the same, then normality can be measured by carrying out the normality test. The normality test results showed that the initial questionnaire data for experimental learning outcomes was 0.094> 0.05, the final questionnaire for experimental learning outcomes was 0.088> 5, the significance of the experimental group pretest was 0.034> 0.05, and the post-test experiment was 0.19. Meanwhile, from the results of the normality test for the control class, it was found that the initial questionnaire data for control learning outcomes was 0.200> 0.05, the initial questionnaire for control learning outcomes was 0.200> 0.05, the post-test for the control group 0.200> 0.05 and post-test 0.200> 0.05. So the data from the experimental group are normally distributed. So, the data from the control group are normally distributed. The results of the Contextual Teaching and Learning (CTL) and Teams Games Tournaments (TGT) learning methods on high Physical Fitness can be seen from the calculation of increased student learning outcomes, from 13.3% to 17.8%. There is a significant influence of the Contextual Teaching and Learning (CTL) and Teams Games Tournaments (TGT) learning methods on Physical Fitness; this can be seen from the results of the independent sample t-test calculation on learning outcomes it can be seen that the price is sig = 0.001 with a significance level of 0.05. Thus the probability is smaller than 0.05. This fact shows that the variance of learning outcomes between the experimental and control classes has a significant effect.