Social Studies Material Research Articles

Integrating Javanese in Social Studies at Madrasah Ibtidaiyah Muhammadiyah Bulak

The fundamental reason for this research is the need to enhance students’ understanding of the subject matter while preserving and strengthening local cultural identity amidst globalization. This study aims to analyze the implementation and impact of using the Javanese language in Social Studies (IPS) instruction at Madrasah Ibtidaiyah Muhammadiyah Bulak, Gondangrejo District, Karanganyar Regency. The research method used is qualitative, with a case study approach involving classroom observations, in-depth interviews with teachers and the headmaster, and document analysis. The research results show that the use of the Javanese language in social studies instruction varies at each grade level and is adapted to the student’s cognitive levels. This approach has proven effective in enhancing students’ understanding of Social Studies material, especially concepts related to the local socio-cultural context. The use of the Javanese language also plays a crucial role in language preservation and strengthening students’ cultural identity. Despite challenges in its implementation, such as balancing with the Indonesian language, this strategy overall creates holistic learning, improves academic understanding, and strengthens students’ social skills. These findings have significant implications for the development of curricula and learning strategies that are responsive to the local cultural context.

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Disciplinary vocabulary and mastery of educational objectives in first-grade

BackgroundIn contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions. AimsTo measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives. SampleOne-hundred-and-seventy-four Chilean first-grade students in 26 schools. MethodsWe identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals. ResultsDisciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory. ConclusionsDisciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.

An Analysis of Classroom Management in Social Science Learning to Strengthen Character Education in Class V at SD Negeri Kandangan 1 Sleman Yogyakarta

This research aims to, (1) describe the class management process in social studies learning to strengthen social care character education, (2) describe the class management process in social studies learning to strengthen responsible character education, (3) describe the supporting and inhibiting factors in classroom management in social studies learning to strengthen character education, (4) describe solutions to classroom management obstacles in social studies learning to strengthen character education. This research is descriptive qualitative research. The research sample was determined using purposive sampling. The data collection process uses observation, interview and documentation techniques. Data validity techniques use data triangulation which includes source triangulation, technique triangulation, and time triangulation. This research consists of four steps of data analysis: data collection, data reduction, data presentation, and drawing conclusions. The results of the research show that (1) teachers carry out classroom management in social studies learning to strengthen social care character education. The teacher forms students into several groups then looks for community activities around their neighborhood, and also makes donations if there are people affected by natural disasters. (2) To strengthen the character of responsibility, teachers give students individual assignments with time limits, and students carry out class pickets according to their respective schedules. (3) Supporting factors for classroom management in social studies learning to strengthen character education are good communication between teachers and parents, social studies material that is relevant to everyday life, students who are active in discussions and teachers who use technology. Inhibiting factors include the large number of students and not all students being easy to manage. (4) Solutions to these obstacles include schools creating additional tutoring programs, singing national songs or regional songs before learning, and carrying out 3S habits (senyum, sapa, salam/ smile, say hello, greet).

Integration of P5 in Local Wisdom-Based Social Studies Learning as a Form of Strengthening the Pancasila Student Profile in Junior High Schools

Local wisdom has an important role in cultural sustainability in a global context. The current development of globalization has the potential for a shift in local values to a more attractive global culture. This research aims to determine the strategies carried out by the Taruna Nusa Harapan Junior High School, whose students have a diversity of ethnicities, religions and national origins in maintaining local wisdom values in the City of Mojokerto. This research uses qualitative methods by collecting data using in-depth interviews with P5 facilitators, teachers and students, observation and documentation. Data processing techniques use source triangulation. The results of the research show that Taruna Nusa Harapan Junior High School preserves the values of local wisdom through the Project for Strengthening the Profile of Pancasila Students (P5) by highlighting the theme of local wisdom by creating an activity entitled the Tunas Maja festival. Not only co-curricular activities, P5 Activities with the theme of local wisdom are very supportive in instilling local wisdom values in social studies learning for grades VII and VIII. The strategy used by the social studies teacher is to insert local wisdom material into relevant social studies materials such as class VII material about the relationship between the diversity of geographical conditions in the archipelago and the formation of cultural diversity. Apart from that, class VIII material, this theme is relevant to material regarding awareness of social changes that are occurring in the contemporary era with the theme of microhistory, local history, oral traditions.

Design of Elementary Social Sciences Learning Techniques and Tactics

This research aims to develop and evaluate the effectiveness of technical and tactical designs in learning Social Sciences (IPS) at the elementary school (SD) level. The approach used in this research is a qualitative method with data collection techniques through observation, interviews and documentation studies. The research results show that learning designs that involve visualization techniques, problem solving, and active student involvement can improve students' conceptual understanding and social skills. Learning techniques such as the use of mind maps, role playing, and case studies have proven effective in facilitating in-depth understanding of social studies material. The learning tactics implemented include setting up a conducive learning environment, integration of information technology, and a project-based learning approach that emphasizes student cooperation, critical thinking, and creativity. The evaluation results show a significant increase in student motivation for learning achievement. This study provides new insights into social studies learning practices in elementary schools and suggests several recommendations for developing curriculum and teaching practices in the future.

Analisis Penerapan Metode Pembelajaran Diskusi Kelompok Terhadap Pemahaman Siswa Pada Pembelajaran di SMA Negeri 21 Medan

This type of research is qualitative with a case study which aims to analyze the application of the group discussion learning method to students' understanding of integrated social studies learning material at SMA Negeri 21 Medan. The group discussion method was applied as an effort to increase students' understanding of complex integrated social studies material. The respondents in this study were class X5 and in research. This research uses primary data obtained through interviews with 10 students and 45 students XI IPS 3 direct observation of students at SMA Negeri 21 Medan who are the samples or respondents to this research. The results of the research show that the application of the group discussion learning method significantly increases students' understanding of integrated social studies learning material. Students who were involved in group discussions showed increased ability to understand integrated social studies concepts and were able to relate information between integrated subjects. The application of the group discussion learning method is effective in increasing students' understanding of integrated social studies learning material at SMA Negeri 21 Medan.

THE INFLUENCE OF THE TREASURE HUNT METHOD ASSISTED WITH AUDIO VISUAL MEDIA ON THE LEARNING OUTCOMES OF CLASS V SCIENCES IN SDN 13 PALEMBANG

This research was motivated by low student learning outcomes due to students' lack of ability to understand social studies learning material. Apart from that, the learning methods and media used by teachers are less varied, and learning activities by memorizing a very wide range of social studies material make learning seem boring. This research aims to determine the effect of the treasure hunt method assisted by audio-visual media on social studies learning outcomes for class V at SD Negeri 13 Palembang. This research was carried out at SD Negeri 13 Palembang which is located at Jl. Tiger Protection, Bukit Baru, Ilir Barat I District, Palembang City, South Sumatra Province. This research is a type of experimental research, namely the True Experimental Design type. The population and sample in this study were fifth grade students at SD Negeri 13 Palembang, totaling 35 students in the control class and 35 students in the experimental class. Data collection techniques in this research are observation, tests and documentation. Data analysis techniques in this research include Normality Test, Homogeneity Test, Hypothesis Test. The results of this research were hypothesis testing using the t test (Independent Sample t-test), it was found that the sig (2-tailed) value was 0.000 because the significant value was smaller than 0.05, so Ho was rejected and Ha was accepted. It can be concluded that there is an influence of the treasure hunt method assisted by audio-visual media on the social studies learning outcomes for class V at SD Negeri 13 Palembang.

Pengembangan Materi Pembelajaran IPS untuk Kelas Awal dan Kelas Lanjut dalam Kurikulum Sekolah Dasar

This research aims to develop Social Sciences (IPS) learning materials that suit the needs of students in early grades (1, 2, and 3) and advanced grades (4, 5, and 6) in the Elementary School Curriculum. This learning material development approach uses a competency-based approach and refers to the principles of fun and student-centered learning. The methods used are literature study, observation, and consultation with education experts. Early grades require a more visual and playful approach to social studies learning. Therefore, learning materials for early grades are designed taking these needs into account. For example, material about the surrounding environment is presented through pictures, role plays and short stories that are relevant to children's daily lives. Meanwhile, advanced classes require a more analytical and contextual approach in learning social studies. Learning materials for advanced classes are prepared taking into account students' cognitive and social development. For example, material on history is presented through case studies, group discussions, and simple research projects that allow students to develop analysis and synthesis skills. It is hoped that the results of the development of social studies learning materials will increase students' interest and understanding of social studies materials and help teachers present learning materials that are interesting and relevant to students' needs.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

THE EFFECTIVENESS OF USING THE NEGOTIATION APPROACH IN ACHIEVING SOCIAL STUDIES AND DEVELOPING HISTORICAL THINKING SKILLS AMONG SEVENTH GRADE FEMALE STUDENTS

The study aimed to reveal the effectiveness of the use of the negotiating approach in obtaining social studies material and developing historical thinking skills. The researcher used the quasi-experimental approach, and a study sample which consisted of (53) students from the Seventh Grade students from Al-Rawda School for Basic Education in North Eastern Province in the Sultanate of Oman. The sample was divided into two groups: the experimental included (27) students and the control which included (26) students. The researcher used two tools to achieve the goals of the study: the achievement test and the test of historical thinking skills. The researcher verified the validity of these tools by presenting them to a group of arbitrators. The stability of tools were varied through the cronbach Alva laboratory, where it reached (0.75) for the achievement test, and (0.71) for the test of historical thinking skills., The study found that there are statistically significant differences at the level of significance (0.05 ≥α) between the mean female students ’grades in the achievement test and the post-historical thinking skills test for the benefit of the experimental group. This finding confirms the effectiveness of the negotiating approach in obtaining the subject of social studies and the development of historical thinking skills among students of the class Basic seventh. In light of this, the study recommended the need to take advantage of the negotiating approach in teaching subject studies, especially history teaching, and training social studies teachers on how to use the negotiating approach in teaching social studies

DEVELOPMENT OF A LEARNING MODULE BASED ON LOCAL WISDOM OF THE SASAK TRIBE ON FIFTH GRADE IN SOCIAL SCIENCE SUBJECT AT SDN 22 AMPENAN

This research aims to produce a product in the form of a learning module based on the local wisdom of the Sasak Tribe, find out the steps for developing the module, and determine the feasibility of a learning module based on the local wisdom of the Sasak Tribe in social studies material for fifth-grade students at SDN 22 Ampenan. This type of research is Research and Development (R&D) using the ADDIE development model, which consists of 5 stages: Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at SDN 22 Ampenan with ten fifth-grade students as subjects. Data collection tools use questionnaires or questionnaires. The steps in developing a module are: 1) Analysis: perform performance analysis and analysis of student needs; 2) Design: design the module from cover to bibliography, determine KD, Indicators, Learning Objectives, materials, and activity evaluation; 3) Development: the module that has been designed is printed, validated by material experts and media experts then revised according to suggestions, 4) Implementation: the module is applied to students to see the students' response in using the module, 5) Evaluation: evaluation is carried out in the form of tests on participants students to see the students' understanding of the material. The results of research and development of learning modules based on local wisdom of the Sasak tribe in the fifth-grade social studies material show that it is very suitable for use in the learning process; this is based on the validation results of media experts at 77.64% (feasible), material experts at 93.6% (very feasible), and the student response was 81.38% (very feasible).

THE EFFECTIVENESS OF USING THE NEGOTIATION APPROACH IN ACHIEVING SOCIAL STUDIES AND DEVELOPING HISTORICAL THINKING SKILLS AMONG SEVENTH GRADE FEMALE STUDENTS

The study aimed to reveal the effectiveness of the use of the negotiating approach in obtaining social studies material and developing historical thinking skills. The researcher used the quasi-experimental approach, and a study sample which consisted of (53) students from the Seventh Grade students from Al-Rawda School for Basic Education in North Eastern Province in the Sultanate of Oman. The sample was divided into two groups: the experimental included (27) students and the control which included (26) students. The researcher used two tools to achieve the goals of the study: the achievement test and the test of historical thinking skills. The researcher verified the validity of these tools by presenting them to a group of arbitrators. The stability of tools were varied through the cronbach Alva laboratory, where it reached (0.75) for the achievement test, and (0.71) for the test of historical thinking skills., The study found that there are statistically significant differences at the level of significance (0.05 ≥α) between the mean female students ’grades in the achievement test and the post-historical thinking skills test for the benefit of the experimental group. This finding confirms the effectiveness of the negotiating approach in obtaining the subject of social studies and the development of historical thinking skills among students of the class Basic seventh. In light of this, the study recommended the need to take advantage of the negotiating approach in teaching subject studies, especially history teaching, and training social studies teachers on how to use the negotiating approach in teaching social studies.

Designing and Developing E-Magazine about Indonesian Cultural Concept in Social Studies Learning for Elementary School Students

The background of this research is optimizing material on cultural diversity, cultural tourism and special food in Indonesia in class IV SD in social studies learning through the digital media e-magazine Anak Bangsa. The use of the Anak Bangsa e-magazine learning media is due to the lack of use of learning media during the teaching and learning process and a decrease in love for preserving culture. This study aims to produce a product in the form of an e-magazine Anak Bangsa learning media on cultural diversity material in Social Studies class IV SD. This research uses the Design and Development method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instruments used were questionnaires for validating material experts, media experts, and linguists, questionnaires for teacher and student responses, as well as interviews with educators and students. The research produced the product of Anak Bangsa e-magazine learning media with material on cultural diversity in grade IV SD. The results of the recapitulation of the feasibility test through validation by experts namely material experts, media experts, and language experts using a validation questionnaire obtained the category "Very Eligible". The results of the assessment recapitulation from the responses of educator users and students obtained the "Very Eligible" category. The learning media for the Anak Bangsa e-magazine on social studies material on cultural diversity that has been developed is suitable for use as an alternative media for learning social studies in grade IV elementary schools.Keywords: E-Magazine, Learning Media, Social Studies Learning in Elementary Schools

The Effecttiviness of using Android-Based Social Science Learning Media to Increase Student Knowladge Competence

This study aims to increase students' knowledge competence in social studies material, especially in Indonesian Cultural Diversity material after using social studies learning media based on Android for class IV at SD UMP. the research method used is classroom action research with four main stages of classroom action research models namely: planning, implementing, observing, and reflecting. The results of the study show that the existence of social studies learning media based on Android has succeeded in increasing students' knowledge competence related to Indonesian Cultural Diversity material. Based on the competence of students' knowledge by using social studies learning media based on Android, it was found that the pretest target was 25% of students complete while the posttest was 100% of students complete.

Social Studies Material Design Based on Cultural Literacy as a Systemic Program for Developing Social Skills Competencies

The 21st century life skills are seen as urgent in connection with globalization that brings change and paradox that demands students' competencies to be equipped with a number of social skills so that they can be competitive in the global era. To meet these competencies, it is necessary to designed the 21st century social skills systemic programs in the scope of higher education. This study aims to design social studies based cultural literacy material to develop student social skills competencies. The research method used is the R&D method by following the Borg & Gall procedures. The research subjects involved: lecturers of courses; students as subjects for limited group trials; and four experts who have social studies expert criteria. The instrument used was the Social Studies learning material design questionnaire which was validated by experts and analyzed using the average percentage of scores. Data analysis was also carried out on the results of observations related to student social skills competencies through qualitative descriptive analysis techniques. Observation of student competencies is carried out both during the learning process takes place in the classroom and in project activities outside the classroom. The results showed that the design of social studies learning material based on cultural literacy was declared valid and suitable for use. The results also show that learning material designs can develop student social skills competencies which include aspects: Social interaction skills, effective communication skills, skills in building teams, and skills in problem solving.

Problem Based Instruction Learning Model Based on Outdoor Learning Against Social Science Knowledge

Social Studies is one of the subjects taught in elementary school. However, in the implementation of social studies lessons there are still obstacles such as the learning process is still teacher-centred, this will certainly affect students' knowledge. The aim of this research is to examine the effect of using the outdoor learning-based Problem Based Instruction learning model on social studies knowledge in fifth grade elementary school. The type of research is quasi-experimental research (Quasi Experimental Design) using a nonequivalent post-test only control group design. The population involved in this research were all fifth grade elementary school students, with a total research sample of 50 students. Data collection in research was carried out using the test method, with a research instrument in the form of 25 multiple choice test questions on social studies material. The data obtained in the research was then analyzed using descriptive statistical analysis techniques and inferential statistical analysis. The results of data analysis show that the Sig. (2-tailed) of 0.000. If the value in the Sig. (2-tailed) compared with a significance value of 0.05, then the value is 0.000 < 0.05. So, this means that H1 is accepted and H0 is rejected. Based on these results, it can be concluded that the Problem Based Instruction learning model based on outdoor learning can increase the social studies knowledge of fifth grade elementary school students. 000. If the value in the Sig column. (2-tailed) compared with a significance value of 0.05, then the value is 0.000 < 0.05. So, this means that H1 is accepted and H0 is rejected.

A Comparative Analysis of Students' Understanding in Social Studies: Unraveling the Nuances of Online and Offline Learning

This research examines the disparity in students' comprehension of social studies materials during online and offline learning for Class IV SDN Pagerwojo. Employing a non-experimental quantitative ex post facto method, documentation of value data collection was employed as the instrument. The results indicate that online learning yields a mean understanding score of 70 (medium category) with a standard deviation of 10, while offline learning achieves a mean score of 73 (moderate category) with a standard deviation of 13. The findings suggest a discernible variance in students' understanding between the two modes of learning, albeit not significantly pronounced. The implications of this study contribute to the ongoing discourse on optimizing learning environments to better support students' comprehension in social studies subjects. Highlights: Insightful Comparison: This research delves into a comparative analysis of students' understanding of social studies materials in both online and offline learning environments, shedding light on the nuanced differences between the two. Moderate Disparity: The study reveals a moderate variance in students' comprehension levels between online and offline learning, emphasizing the need for further exploration to optimize educational approaches. Implications for Education: The findings have significant implications for educators, highlighting the importance of tailoring teaching strategies to maximize students' understanding of social studies subjects across different learning platforms. Keywords: Students' Understanding, Social Studies, Online Learning, Offline Learning, Comparative Analysis

Pengaruh Interaksi Sosial dengan Hasil Belajar IPS Siswa Kelas V MIN 12 Kota Medan

This study examines the effect of social interaction on social studies teaching results for fifth grade students at Min 12 Medan City. The definition of social interaction is the relationship that occurs from an individual to another individual, each of which can influence one another. The ability to interact is something that every student needs to have because humans are said to be social beings and require interaction. High interaction will result in teaching results on social studies material for grade 5, and the higher will be the analysis technique carried out with descriptive statistical analysis. The hypothesis is tested using collarational analysis through the formula on the moment product by utilizing Excel. . From trials conducted on 15 question items, it was found that each of these questions could be used as a questionnaire to find out the interactions that occurred between students because they had gone through validation both in the form of items and content by utilizing the formula from the moment product and testing the reliability of the instrument. One of the important things to do before taking action is to test it in the form of linearity of normality and correlation between products. The analysis is carried out using a simple linear regression analysis technique through the t test and the coefficient of determination. Through the research that has been done at MIN 12 Medan city, the regression equation is obtained with the magnitude Y = 51.592 + 0.537 X. Based on the t test, it is found that tcount = 3.480. Degrees of freedom dk = 27 and a significant level of 5%, so that the price ttable = 1.703 is obtained. Through calculations obtained tcount> ttable (3.480 > 1.703) so that towards Ho experienced rejection As for Aa experienced acceptance from this study showed the results of the influence of social interaction on students related to teaching outcomes in social studies subjects at MIN 12 Medan city on the coefficient of determination the magnitude is 0.310 with the understanding that the average student's ability to carry out social interactions contributes to the results of teaching them with a magnitude of 31.0% from the regression equation Y = 51.592 + 0.537 X The remaining 69.0% is determined by other factors. 
 Keywords: Student, Social Interaction, Learning Outcomes, Social Science

PENGARUH MODEL PEMBELAJARAN TEAM GAME TOURNAMENT TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS DI KELAS IV SDN 3 TUGU

In class IV social studies courses at SDN 3 Tugu, the adoption of the Team Game Tournament learning model is being investigated to see whether it affects students' learning results when compared to control classes. In this case, a quasi-experimental research design is used with a non-equivalent control group design. A purposive sampling strategy was used to collect samples from students in 4th grade A and 4th grade B. A multiple-choice test was utilized to collect data on how well the learning process worked. The data were evaluated using tests for normality and homogeneity. while analyzing the hypothesis using the t test. The average posttest score for the experimental and control classes did not vary substantially (Sig. (2-tailed) of 0.075> 0.05), according to the results of the t-test utilized for hypothesis testing. Following that, H_o is accepted whereas H_1 is refused. As a consequence, courses that use the Team Game Tournament (TGT) learning paradigm and those that do not do not provide different learning outcomes. Among the analyses that show the TGT model is ineffective are the absence of treatment, the students' health at the time of the study, and the inadequacy of the social studies material on natural resources for the TGT model.