Cooperative Teams Games Tournament Research Articles

Implementation of Cooperative Learning Model with Teams Games Tournament (TGT) Method to Improve Interests and Learning Outcomes

This study attempts to know: (1) an increase in interest learn economic after determining model cooperative TGT and (2) increasing the study results economic after determining learning model cooperative TGT.Research approach that is used is the qualitative study is descriptive analytic. The kind of research that is used is the act of instrumen research be used that is a sheet of observation, poll, and about pretax post test and test. The subject of study class XI social scient 3 SMAN 1 Kesamben, object research cooperative TGT learning. Is using the research in 2 cycles.Study results class XI Social Scient 3 SMAN 1 Kesamben increase after done a method of learning team games tournemnt (TGT). Look increase on the outcome of post test for each cycle. On the outcome of pre test there was only one of students are be completed. Then on the outcome of post test 1 in cycle 1 the percentage rose to 41.2 %. These increases do not too large on the outcome of post test to 2 the percentage forty-seven percent only up as many as 5.8 % .But the result look significant to the test to 3 that is up from 47 % to 91.2 % the percentage the increase in 44 .2 %. Interest learn class XI Social Scient 3 SMAN 1 kesamben increased. Keywords: cooperative learning method teams games tournament, interest, study results. DOI: 10.17977/um013v1i22017p065

Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament Terhadap Hasil Belajar Matematika

<p>The research is aimed to determine the Impacts of Cooperative Learning type TGT ( Teams Games Tournament) on Mathematics Achievement at SDI Alfalah 1 Petang. Technique analysis used t test after fulfill a series of normality and homogeneity test. Based on normality test the data is in normal distribution, and for homogeneity through fisher test the data is homogen. Based on the research , it can be concluded that the average of student’s achievement through cooperative TGT learning is more than cooperative learning type NHT (Numbered Heads Together). So, Cooperative Learning type TGT has positive Impacts on student’s mathematics achievement on the students grade V at SDI Alfalah 1 Petang.</p>

Using Cooperative Teams-Game-Tournament in 11 Religious School to Improve Mathematics Understanding and Communication

Purpose – This paper was part of a larger study which looked into the effect of implementing Cooperative Teams-Games-Tournament (TGT) on understanding of and communication in mathematics. The study had identified the main and interaction effect of using Cooperative TGT for learning mathematics in religious secondary school classrooms. A recommendation was made to incorporate Cooperative TGT as a pedagogical approach to enhance interest in actively learning mathematics with peers via tournaments among students. Students in Cooperative TGT classrooms had also learned to socialist while learning mathematics.Methodology – A quantitative approach using Randomized Pretest- Post test Control Group design was utilized in framing the research study. Simple random sampling was used to select 64 Grade 11 students from Madrasah Aliyah, Riau, Indonesia. Data from control groups without TGT treatment was collected using pretest, posttest- 1and posttest-2 across three time periods.The duration between one test and the subsequent test was five weeks. Mathematics understanding and communication was measured using an open-ended test.A mixed between-within subjects ANOVA was conducted to analyse the effectiveness of Cooperative TGT on understanding of and communication in mathematics.Findings – The findings showed that there was significant interaction between group types (experimental & control groups) and time periods [pretest, post test-1, & post test-2 (without TGT)].Cooperative TGT was found to have an effect on student understanding of and communication in mathematics. The gap score for post test-1 between understanding of mathematics and communication in mathematics was 17.69, indicating a significant effect of Cooperative TGT on the latter compared to the former.Significance – Cooperative TGT had encouraged students and teachers to be innovative and creative in the process of teaching and learning of mathematics in classrooms. This study has provided insights into how the teaching and learning of mathematics which incorporated group activities and tournaments in classrooms has helped to improve the understanding of mathematics and communication in mathematics of students at the Madrasah Aliyah, Riau, Indonesia.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMESTURNAMENT(TGT) UNTUK MENINGKATKAN AKTIFITAS DAN HASIL BELAJAR PADA KOMPETENSI KELISTRIKAN BODI SISWA KELAS XI OTOMOTIFSMK NAWA BAKTI KEBUMEN 2015/2016

The Application of Cooperative Learning Model Teams Games Tournament (TGT) To Increase Activity and Learning Outcomes of the Competence Electrical Body grade XI Automotive Students at SMK NawaBaktiKebumen. Mechanical Engineering Study Program thesis, Faculty of Teachers Training and Education SarjanawiyataTamansiswa University Yogyakarta, 2015.The aim of the research was to find out the type of cooperative learning methods TGT able to enhance students' learning activities and learning outcomes of the Competence Electrical Body grade XI Automotive Students at SMK NawaBaktiKebumen. The type of this research is a classroom action research (PTK) with 2 cycles. Each cycle consists of four stages: planning, action, observation, and reflection. The subject of the research were the XI grade students of NawaBakti which consists of 30 students. The data obtained was analyzed qualitatively. The data collection techniques observation and tests. The data were analyzed through qualitative descriptive technique.The result of this study indicate that the use of methods of cooperative TGT type can improve student learning activity from the pre-cycle students who pay attention and respond with enthusiasm what was conveyed by the teacher in learning activity 53%, while the percentage of students who brave to express opinions 33%, brave to respond to what is conveyed by peers 30% and seriousness in the evaluation step is only 60%. Addressing positive response was still low. In the first cycle, students who pay attention and respond enthusiastically what is conveyed by the teacher in learning activity 60%, while the percentage of students who brave to express opinions 36.67%, brave to respond to what is conveyed by peers 33.33% and seriousness in the evaluation step only 66.67%. Addressing a positive response is well developed. Whereas for the second cycle, students who pay attention and respond enthusiastically what is conveyed by the teacher in learning activity 73.33%, the percentage of students who brave to express opinions 43.33%, brave to respond to what is conveyed by peers 40% and seriousness in the evaluation step 73.33%. Percentage of the activity increase properly so the application activity through TGT model has been successful. Besides the activity increased, the application activity through TGT model able to improve learning outcomes that can be seen from the good result in each cycle, namely: on pre-cycle student learning classical result is 41% or students who pass the study were 12 students of 30 students, while in the first cycle of student learning outcomes in classical result is 56.67% or students who pass the study as many as 17 students of 30 students, and the second cycle showed that student learning outcomes as many as 25 students of 30 students have been pass the study in classical learning result is 83.33%.

PENERAPAN PEMBELAJARAN TEAMS GAMES TOURNAMENT DALAM MENINGKATKAN PRESTASI BELAJAR MATEMATIKA SISWA KELAS XA SMK NURUL IMAN MUNTILAN

This study aims to determine how the approach TGT cooperative learning model in order to improve student achievement in math class XA SMK Nurul Iman Muntilan. The study took place in two cycles with research subjects were students of class XA SMK Nurul Iman Muntilan Magelang Regency school year 2011/2012, amounting to 31 students. Objects in this research is the implementation of the process and the results obtained from the application of mathematics learning with cooperative learning model approach TGT in class XA SMK Nurul Iman Muntilan Magelang regency school year 2011/2012 as many as 31 students. Data collection techniques in this study with the observation, testing, documentation record and field notes. Test instrument used was a test pilot. Data analysis techniques for motivation observation done by calculating the percentage of each indicator. Test instrument used was a test pilot. As for the achievement test is done by calculating the average value and the percentage of students who meet the KKM. Results showed an increase student achievement in the learning process for each cycle compare with test value in pre-cycle. Average value in pre-cycle 62,5 increased in the first cycle to 68,2 and the second cycle increased to 75,1. Percentage of students who meet the KKM also increased in pre-cycle 25,81% fixed with 48,39% in the first cycle, and the second cycle increased to 83,87%. The results could be a mathematics teacher input to increase mathematics achievement through cooperative Teams Games Tournament (TGT).

Fostering Students’ Attitudes and Achievement in Probability Using Teams-games-tournaments

Abstract This study aims to determine the effects of cooperative Teams-Games-Tournaments (TGT) in probability attitude and achievement of students in Riau, Indonesia. Although a plethora of research evidence highlights significant outcomes of the incorporation of cooperative TGT in probability, its use in the teaching and learning process appears to be limited. The obvious need to revisit the teaching and learning of probability has resulted in this study, i.e. to incorporate TGT in teaching and learning, specifically on the issue of attitudes towards learning probability. The objective is to examine the effectiveness of TGT in interactive learning, particularly on students’ attitudes and achievement towards probability. A total of 64 form 11 students from an Islamic secondary school participated in this study; 32 students in the experimental group and 32 in the control group. The students’ attitude towards learning probability instrument was adapted from Choo-Kim, Madhubala and Siong-Hoe (2011).The teaching approaches varied between the groups. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chalk and talk. Data was collected at three points namely the pre-test, post-test1 and post-test 2 that lasted for four weeks respectively between each test. The results show significant differences in the improved attitude and achievement towards probability. In addition, cooperative learning TGT also creates an active learning environment in solving exercises, and discussions among students and teachers. This study provides evidence that learning probability with TGTs benefits students.

Perbedaan Keefektifan Model Pembelajaran Kooperatif Jigsaw Dan Teams Games Tournament Terhadap Prestasi Belajar IPS Di Sekolah Dasar Mbs Kabupaten Bantul YOGYAKARTA

This study is aimed to understand whether there are differences of student's study achievement between the USAge of jigsaw cooperative study model with the USAge of team games tournament (TGT) study model, also to understand which one is more effective between both of two in the progress of student's study achievement development. This research is quasi experiment. Free variable in the research is jigsaw cooperative study model and teams games tournament and as the bond variable is student's study achievement. The population in the research are all of grade IV students of MBS Elementary School of Bantul Regency Year of Study 2010/2011, sample that used are grade IV students of Kembang Putihan Elementary School, Guwosari Elementary School and Sungapan Elementary School. In the research, there is 2 experiment class namely Jigsaw class which is treated with cooperative study of jigsaw and team games tournament (TGT) class which is treated with cooperative study of team games tournament (TGT). Method that used in the data obtaining are documentation, test, and observation, whereas data analysis uses t-test. The result of the research shows that cooperative jigsaw study model is more effective compared with the cooperative team games tournament (TGT) study model. It is shown with calculated t as much as 2,196 larger than t-table = 1,99 for a = 5%, it means there is study achievement's differences between cooperative jigsaw study model with cooperative team games tournament (TGT) study at grade IV students of year of study 2010/2011. in the other side, based on the study achievement score of the students, it is shown that cooperative jigsaw study model have ability to give better student's study achievement score with average score 80,82 higher than the USAge of cooperative team games tournament (TGT) study model that is 75,05