Teams Games Tournament Learning Research Articles

Increasing the Ability to Understand Mathematical Concepts through the Team Games Tournament (TGT) Model Assisted by the PhET Application

This research seeks to assess the enhancement of third-grade elementary students' understanding of mathematical concepts comprehension through the Team Games Tournament (TGT) instructional approach, supported by the PhET application, compared to traditional teaching methods. The study employs a quasi-experimental method using a nonequivalent control group design. A total of 63 third-grade students participated, selected through purposive sampling. Data were collected through multiple techniques, such as tests, observations, discussions, and photo and video records. The assessment tool used was a descriptive test measuring mathematical concept understanding 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. As indicated by 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) instructional approach supported 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 posttest average score for the experimental group was 67.78 and the posttest average score for the control class was 30.32. This indicates that the improvement in mathematical concept understanding in the experimental group surpasses that of the control group. Consequently, it can be concluded that the Team Games Tournament (TGT) learning model, supported by the PhET application, is a recommended alternative for enhancing elementary students' ability to grasp mathematical concepts.

Penerapan Model Pembelajaran Team Games Tournament untuk Meningkatkan Hasil Pembelajaran Menganalisis Unsur Intrinsik Cerita Pendek Siswa Kelas XI-D3 SMA Negeri 9 Surabaya

This study aims to improve students' learning outcomes in analyzing the intrinsic elements of short stories through the application of Team Games Tournament (TGT) learning model in class XI-D3 SMAN 9 Surabaya. This research was conducted in two cycles, with each cycle including four stages: planning, action, observation, and reflection. Data were collected through classroom observation, field notes, learning outcome tests, and analysis of intrinsic elements of short stories by students. The results showed that the application of the TGT learning model was effective in improving students' learning outcomes in analyzing the intrinsic elements of short stories. This improvement can be seen from the increase in students' test scores from cycle 1 to cycle 2. This study suggests that the TGT learning model can be used as an effective alternative learning strategy to improve students' learning outcomes in analyzing the intrinsic elements of short stories. In addition, this study also shows that short stories are the right learning media to develop students' analytical skills.

Pengaruh Metode Teams Games Tournament (TGT) terhadap Hasil Belajar Siswa pada Mata Pelajaran PAI

The purpose of this research is to determine the influence of the Teams Games Tournament (TGT) learning method on student learning outcomes in Islamic Religious Education subjects at SMAN 10 Bogor. This research includes experimental research. The population in this study included all class XI students at SMAN 10 Bogor consisting of 8 classes. Then from this population two classes were taken randomly to be used as research samples, namely class XI F as the experimental class and class XI H as the control class consisting of 30 students in each class. The instrument in this research uses pre-test and post-test questions that have been validated by experts, namely PAI subject teachers. Based on the research results, the average score obtained for the experimental class after treatment using the Teams Games Tournament method was 84.33. Meanwhile, the average score for the control class was 61.67. Next, it was tested using the t test with the SPSS statistics 26 for windows application, the results obtained were Sig. (2-tailed) of 0.000. This shows that the Sig (2-tailed) value is <0.005. So it can be concluded that there is a significant influence of the Teams Games Tournament (TGT) learning method on student learning outcomes in Islamic Religious Education subjects.

Transformation of Early Reading Ability Through Smart Wheel Media Based on the TGT Learning Model

This study introduces the Kintar/Smarwheel learning media, a one meter diameter Smart Wheel media that was developed using the Team Game Tournament (TGT) learning model to improve the initial reading skills of grade 1 elementary school students. The problem of urgency is highlighted by the low reading ability of the average grade 1 child, encouraging the development of effective learning media. This research aims to develop, validate and evaluate the effectiveness of Kintar in improving student learning outcomes in early reading. This study uses a development approach, integrating the product design phase, feasibility validation by media and materials experts, and effectiveness testing through small and large scale trials involving grade 1 students from SDN Purwoyoso 03, Semarang City. Feasibility assessments by experts confirmed a high degree of suitability for educational use, with significant improvements in student learning outcomes observed during the pilot. The small scale trial showed an average increase from pretest to posttest scores from 46.67 to 70.00, with a significant difference of 23.33. The large-scale trial showed a mean increase from 61.47 to 81.47, with a striking difference of 20.00. The N-Gain test results show a moderate impact, with values ​​of 0.3959 and 0.5298 for small and large scale tests, respectively. This study concludes that Kintar, integrated with the TGT learning model, is a powerful educational tool for improving early reading skills. Positive feedback from students and teachers underscores its effectiveness in generating engagement and improving learning outcomes in the classroom.

Use Application Quiz in Model Tgt Learning (Team Games Tournament) to Improve Elementary School Multiplication Counting Skills

This research aims to describe the use of the quizizz application in the TGT (Team Games Tournament) learning model to improve elementary school multiplication numeracy skills in class III of SDN Sindangsari, Sukabumi Regency with a total of 28 students. The research method used was classroom action research (PTK) Kemmis and Mc Taggart model research design which was carried out in two cycles. Each cycle consists of planning, implementation, action and observation, and reflection. Data collection techniques use tests in theform of pretests and posttests, and non-tests in the form of observations, interviews, field notes and documentation. The data analysis technique used is descriptive qualitative. From the pre-cycle learning completion cycle, only 29% or 8 students completed because they still used a formal learning model consisting of lectures, exercises and questions and answers. After implementing the Quizizz application in the TGT learning model in cycle I, it has been proven that there has been an improvement, although it is not yet visible significantly, completion was only 64% or 18 students who completed. Then, from the evaluation results of the previous cycle, the research continued with cycle II by adding improvements, the completion of learning results in increasing multiplication ability increased by 89% or 25 students. Therefore, the research was stopped classically because it had reached or exceeded the 85% achievement indicator. By combining the TGT Model with the use of the Quizzizz application in mathematics learning, teachers can create a learning environment that is stimulative, collaborative and interesting for students. This can help improve students' math skills through a team-based learning approach and utilizing digital technology as an effective learning tool.

PENGARUH MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT TERHADAP KEMAMPUAN KOLABORASI SISWA KELAS VIII MTS NURUL HUDA MADUKORO

The background to this research is that students' collaboration abilities are less than optimal. Characterized by a lack of responsibility and students relying on each other to carry out tasks when given group assignments. The purpose of this research is to find out if there is an influence of the Teams Games Tournament learning model on the collaboration ability of class VIII students at MTs Nurul Huda Madukoro on the polyhedron material for the the 2023/2024 academic year. The method used is quasi-experimental research, with a Nonequivalent Control Group Design research design. The sample in this study was students in classes VIII A and VIII B. The population in this study was students in class VIII MTs Nurul Huda Madukoro for the 2023/2024 academic year. Using cluster random sampling technique. The data collection instruments used were questionnaires and authentic assessments. The data analysis technique uses n-gain, prerequisite test and Mann Whitney U test. The Mann Whitney U hypothesis gets results, so H0 is accepted. It was concluded that there was no effect of TGT learning on the collaboration abilities of class VIII students at MTs Nurul Huda Madukoro for the 2023/2024 academic year. This is supported by the results of the authentic assessment which obtained a difference of only 1%. This indicates that there is no significant difference between the experimental class and the control class.

Teams Games Tournament (TGT) Cooperative Learning Model in Learning Personification Figures of Speech

Currently, many teachers still need to pay more attention to conducive learning activities. Teachers tend to use a student-centered learning model so that students feel bored while learning. Based on this, this research aims to analyze the effectiveness of the Teams Games Tournament (TGT) cooperative learning model in personification learning in fourth-grade elementary school. This type of research is experimental research. In this research, the design used was Nonequivalent Control Group Design. The population of this study was 42 fourth-grade elementary school students. The research sample was determined using the cluster random sampling technique. The methods used to collect data are tests, interviews, observation, documentation, and questionnaires. The technique used to analyze data is inferential statistical analysis. The research results, namely the t-test results, show differences in students' ability to understand personification figures of speech after being treated with the effective Teams Games Tournament learning model. The results of the N-gain test showed an increase in the average pretest and posttest scores for the experimental and control classes. It was concluded that the Teams Games Tournament Learning Model can improve student learning outcomes in learning personification figures of speech. This research implies that the application of TGT can improve student learning outcomes.

The Influence of the Team Games Tournament (TGT) Learning Model Assisted by Wordwall on the Scientific Literacy of Class V Elementary School Students

This study aims to present the results of a study that compares the effectiveness of two learning methods, namely the Team Games Tournament (TGT) assisted by Wordwall and conventional learning methods, in improving the science literacy skills of grade V elementary school students. The research method uses a quasi-experimental method by using an experimental class applying TGT assisted by Wordwall, while the control class uses conventional learning methods. Data obtained from both groups of students were analyzed to evaluate the improvement of science literacy skills. The results showed that the experimental class experienced a significant improvement in science literacy skills compared to the control class. Wordwall-assisted TGT approach creates a more interactive, collaborative, and engaging learning environment for students, which encourages active participation and increases their motivation to learn. On the other hand, conventional methods show some students experiencing a decline in ability, highlighting the need for a more varied and interactive approach to learning. These results underscore the importance of innovation in learning methods to improve the quality of science education in primary schools, with great potential to apply the Wordwall-assisted TGT model widely in this context.

Peningkatan Kemampuan Berpikir Kritis Siswa Kelas III Pada Materi Operasi Pengurangan Model Teams Games Tournament

This research aims to improve the learning outcomes and critical thinking abilities of class III students on subtraction operations material through the application of the Tems Gemes Tournament learning model. This type of research uses Class Action (PTK) which is carried out in 2 cycles. The data collection techniques used are planning, implementation, observation and reflection. The object of this research was class III students at SDN Pangendisan, totaling 16 students. The instruments in this research used observation, interviews and tests. This research shows that the application of the Teams Games Tournament model can improve students' learning outcomes and critical thinking abilities. The results of this research obtained that the average student learning outcomes in the pre-cycle were 23.9%, then increased in the first cycle to 70.24% with (KKM) of 67% and again increased in the second cycle, namely 83.57 with the category ( KKM) of 86%. With the learning results, it can be shown that students' thinking abilities in implementing the Teams Games Tournament model become more active, involved and able to solve mathematical problems. Thus, the Tems Games Tournament learning model improves learning outcomes and students' critical thinking skills in subtraction operations material. Based on the research results, it can be concluded that the Teams Games Tournament learning model can improve the Mathematics learning abilities of class III students at SDN Pangendisan.

Implementation of The Teams Games Tournament (TGT) Type Cooperative Learning Model to Improve Learning Outcomes

Implementation of the Teams Games Tournament (Tgt) Type Cooperative Learning Model to Improve Learning Outcomes . This research aims to find out whether the Teams Games Tournament (TGT) learning model can improve student learning outcomes. The research design used was a classroom action research (PTK) design. The research carried out was Class Action Research (PTK). The population of this study included all students of class X TITL 1 SMKN 1 Nganjuk with a total of 3 6 students , carried out in 2 cycles. The data analysis techniques used are quantitative and qualitative analysis. The results of data analysis show that there has been an increase in the average score of the student learning outcomes test from 77.7 to 79.9 and classical completeness from 69% with the incomplete category to 92% classical completeness. Thus, the researcher did not take any more action in cycle III

TEAM GAMES TOURNAMENT AND MEANS-ENDS ANALYSIS: LEARNING TYPES IN IMPROVING MATHEMATICAL CRITICAL THINKING

The purpose of this research was to determine the effectiveness of Teams Games Tournament (TGT) and Means-Ends Analysis (MEA) learning types in improving mathematical critical thinking skills and to compare the effectiveness of the two learning types. This research used a quantitative approach with a purposive sampling technique. Two classes were selected from all XI classes at MA Ma'ahid Kudus: experimental class 1, which applied the TGT learning type, and experimental class 2, which applied the MEA learning type. Both experimental classes were chosen based on the pretest homogeneity test, and the two classes were homogeneous. The results obtained from this research are as follows: 1) There is an increase in students' mathematical critical thinking skills after being given the TGT learning type, 2) There is an increase in students' mathematical critical thinking skills after being given the MEA learning type, and 3) There is a difference in effectiveness between the TGT and MEA cooperative learning models.

Analysis of Significant Differences in The Cognitive Ability of Students With Ferris Wheel Media Based on TGT in Buffer Solution Lessons

Learning media is one way to improve student learning outcomes. The Ferris wheel is one of these media that has many varied questions. It is hoped that the Ferris wheel-assisted TGT model will not only be innovative learning, but can also influence student learning outcomes. The purpose of this study is to determine the impact of the Teams Games Tournament (TGT) learning model on students' cognitive learning outcomes for the buffer solution using the Ferris wheel. A quasi-experimental design with non-equivalent groups and the posttest alone design approach is the research methodology used. Purposive sampling was employed during the sample process. All 294 students in class XI Mathematics and Natural Sciences at State High School 1 Lhokseumawe in the academic year 2022–2023 made up the population of this study. with a 50-student research sample. ways for gathering data, including tests, interviews, and observation. The research questions are evaluated with a school that is similar to the research location before being used in the study. The difficulty of the problems being examined, the discriminatory capacity, the validity, and the dependability of the tests are all taken into consideration. The outcomes revealed a sizable distinction between the Experiment I class and the Experiment II class. Cognitive ability as measured by the experimental class I average of 85.37 and experimental class II average of 79.58. If the value of sig 0.05, then Ha is acceptable. Cognitive findings sig. (2-tailed) t-test for equality of means on equal variances is assumed to be 0.008. The material for the buffer solution for class XI MIA was found to have a good impact on student learning outcomes when the TGT model using the Ferris wheel was used SMA Negeri 1 Lhokseumawe

Penerapan Model Pembelajaran Team Games Tournament (TGT) Dalam Meningkatkan Keaktifan Belajar Peserta Didik di SMPN 11 Sinjai

Community service is motivated by observation which show that student lack active learning in learning activitie. There are several things that influence SMPN 11 Sinjai students so that they are not active in the learning process, namely the use of monotonous learning models, not using varied methods, students who have different backgrounds and learning needs, and learning that only focuses on educators. Just that maximum distribution of learning outcomes cannot be created. Therefore, it is very important to use varied learning models such as Team Games Tournament (TGT) which is included in cooperative learning which makes students become peer tutors to facilitate improving the quality of students’ learning. The objectives to be achieved in this research include: 1) increase insight and create learning that is not monotonous and generate active learning for class VIII students SMPN 11 sinjai, 2) participants are expected to be more active in asking and answering or arguing through group discussions. The method used is the service learning method with four stages, namely the stages of observation, preparation, action and reflection stages. The results show that after implementing the TGT learning model students begin to actively ask and answer question and students can become tutors for their friends and get excellent learning outcomes satisfying.

Application of Plastic Ball Modification through Teams Games Tournament Learning Model to Improve Volleyball Lower Passing in Class V MI Ath-Thohariyah

This study aims to determine the effect of applying modified plastic ball learning media on volleyball underhand passing at MI Ath-Thohariyah. Experimental research is the methodology employed in this study. employing a single kind of experimental study, namely the one group pretest-posttest pre-experimental design. The pupils in class V of MI Ath-Thohariyah will be the population employed in this study. A total of 25 male students from class V MI Ath-Thohariyah made up the sample for this study, which used non-probability sampling. The pre-test average was 49.36 after receiving a plastic ball modification therapy utilizing the Teams Games Tournament technique for 12 meetings, and the post-test score was 82.04, indicating that the rise was 32.68, according to the t test results. Furthermore, the t-count value is 23.43 according to the t-test. 1.71 is the t-table value at a significant level of 5% and a df of 24. It is therefore possible to state that there is a significant increase in the score of the lower passing ability results by being given a plastic ball modification using the teams games tournament method for 12 meetings because t-count > t-table (23.43 > 1.71) and the significance value is smaller than 0.05 (0.00 < 0.05).

Implementasi Model Pembelajaran Kooperatif Tipe Team Game Tournament (TGT) Dalam Melatih Berfikir Kritis Peserta Didik

Critical thinking skills in mathematics are very important to develop, for this reason it is necessary to have a mathematics learning process that involves students actively, especially in the learning process in the classroom. The aim of this research is to determine the level of students' critical thinking abilities in learning using the Teams Games Tournament (TGT) model, as well as to determine the factors that inhibit and support learning using the Teams Games Tournament (TGT) learning model. The type of research used is qualitative research. Data collection techniques use observation. Meanwhile, the data analysis technique used is descriptive interpretative. The results of the research show that the Teams Games Tournament (TGT) learning model really helps students understand the learning material. One of the things that supports learning using the Teams Games Tournament (TGT) model is the supporting media used, while the inhibiting factor in learning using the Teams Games Tournament (TGT) model is the lack of time in carrying out the learning process.

Peningkatan Hasil Belajar Kimia melalui Penerapan Model Pembelajaran Team Games Tournament berbasis Reading

This research aims to improve student learning outcomes by using the Reading-based Team Games Tournament learning model. This research is classroom action research (PTK) which consists of two cycles, namely Cycles I and II. Each cycle holds 3 meetings consisting of 2 face-to-face meetings and 1 learning outcomes test. The subjects in this research were 30 class X students at Cendrawasih High School, Makassar City, consisting of 14 male students and 16 female students. The results of the research in cycle I showed that the chemistry learning outcomes of students were not yet complete. Only 11 students or 36.7% achieved the standard of completion in Biology, while in cycle II showed that there was an increase in the learning outcomes of students who obtained grades. >75 as many as 24 people or 80% where the highest score reached 92 and the lowest score reached 65. In cycle I the average value of student learning outcomes was 66.2, while in cycle II there was an increase with an average student learning outcome of 82. The research results show that the Team Games Tournament learning model can improve the learning outcomes of Class X students at Cendrawasih High School

Upaya Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Teams Games Tournament (TGT) pada Materi Luas di Kelas IV SD Negeri 1 Banjarsari Kulon

Classroom action research was carried out because there were problems that occurred at SD N 1 Banjarsari Kulon. These problems include the low learning outcomes of class IV students and the use of inappropriate learning models. The aim of this research is to improve student learning outcomes through the Teams games tournament learning model. The technique used to obtain data quantitatively is through learning outcomes in the form of evaluation scores given at the end of the lesson. Apart from that, data collection was also carried out by means of observation and interviews. Observations were carried out during the learning process in the form of observing student and teacher activities, while interviews were conducted with the teacher and 3 class IV students. The results of this study showed an increase of 70% in cycle I and 87% in cycle II. This Tgt learning model has a positive influence on student learning outcomes seen from the assessment results obtained in cycles I and II. The number of students who got good grades also increased, from 21 students who completed the first cycle to 26 students in the second cycle. Thus it can be concluded that the TGT learning model can improve student learning outcomes in the cognitive, affective, and psychomotor aspects of class IV SD N 1 Banjarsari Kulon.

Pengaruh Model Pembelajaran Teams Games Tournament (TGT) Dengan Motivasi Belajar Siswa Pendidikan Agama Kristen Kelas VIII SMP Negeri 1 Baktiraja Tahun Pembelajaran 2023/2024

The aim of this research is to determine the positive and significant influence of the Teams Games Tournament (TGT) learning model on the learning motivation of class VIII PAK students at SMP Negeri 1 Baktiraja for the 2023/2024 academic year. The research method used is a quantitative inferential descriptive method. The population is all Class VIII students at SMP Negeri 1 Baktiraja for the 2023/2024 academic year with a total of 144 people and a sample of 44 people was determined using random sampling techniques. Data was collected using a positive closed questionnaire with 40 items, namely 15 items for variable 2023/2024 learning, proven through the following data analysis: 1) Test the analysis requirements: a) positive relationship test obtained by the value rxy = 0.542 > rtable(α=0.05,n=44) = 0.297. b) Testing a significant relationship obtained tcount= 4.178 > ttable(α=0.05, dk=n-2=32)= 2.021. 2) Influence test: a) Regression equation test, obtained regression equation. b) Regression coefficient of determination test (r2) = 29.4%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(α=0.05, dk numerator k=16, dk denominator=n-2=44-2=42) namely 17.44 > 1.51. Thus Ha is accepted and H0 is rejected.

Pengaruh Model Pembelajaran TGT (Team Game Tournament) terhadap Aktivitas Pembelajaran Peserta didik di Sekolah Dasar

This research aims to analyze the influence of the Team Games Tournament (TGT) learning model on students' learning activities in elementary schools. The method used in this research is Systematic Literature Review (SLR). This research is a generalization of Classroom Action Research (PTK) and experiments that have been carried out previously. Based on the results of the article analysis, it can be concluded that the TGT (Team Game Tournament) learning model has an influence on students' learning activities in elementary schools, such as increasing students' cooperation and activeness. This is because in this model students are required to interact with each other, collaborate and discuss to achieve common goals. These various activities will motivate students to participate actively in groups. As well as deepening understanding of the material, by working together in groups students can deepen their understanding of the learning material.

Evaluating the Impact of Team-Assisted Individualization and Team Games Tournament Approaches on Student Engagement in Science Learning

This study assesses the efficacy of the Teams Assisted Individualization (TAI) and Teams Games Tournament (TGT) learning models in enhancing academic performance and engagement among Mathematics students. Utilizing a classroom action research approach, the study was conducted over two cycles, each comprising four stages: observation, initial data collection, implementation planning of TAI and TGT, and report preparation. The participants included 72 students from classes VII A and VII B. The research revealed significant improvements in student performance. In class VII A, utilizing TAI, the percentage of students meeting the minimum competency level (KKM) increased from 45% in the pre-action phase to 85% by the end of Cycle II. Similarly, in class VII B, under the TGT model, the percentage of students achieving the KKM rose from 55% to 92%, with completion rates of assigned tasks also showing notable improvements. The findings suggest that both TAI and TGT models are effective in promoting higher academic achievement and greater student engagement in Mathematics. The substantial increase in students meeting the KKM and completing tasks indicates that these collaborative learning strategies significantly enhance learning outcomes. Implementing the TAI and TGT collaborative learning models has proven beneficial in boosting engagement, motivation, and academic performance among seventh-grade students at SMPN 243 Jakarta in their Mathematics coursework.