Teams Games Tournament Learning Research Articles

Pengaruh Model Team Games Tournament Terhadap Hasil Pembelajaran Bahasa Indonesia di Sekolah Dasar

This study aims to determine the effect of Indonesian language learning outcomes using the Team Games Tournament (TGT) learning model on fifth-grade students of SDN Ciracas 06 Pagi semester 2 of the 2023/2024 academic year. The research method used is a quantitative research method with a quasi-experimental design research design using a non-equivalent posttest-only control group design. The determination of the control class and experimental class in the study was carried out by comparing their daily learning values. They are using multiple choice instruments with a total of 25 questions. Furthermore, the analysis of the required data tests was carried out namely, the normality test using the Liliefors test, while the homogeneity test used the Fisher test. In the hypothesis test used the t-test obtained t count 2.005 and t table 0.679 α = 0.05 then H0 is rejected which states that there is an effect on Indonesian language learning outcomes using the Team Games Tournament (TGT) learning model on fifth-grade students at Ciracas 06 Jakarta Elementary School.

The Effect of TGT (Teams Games Tournament) Learning Model on Statistics Material of Grade VII on Mathematical Problem Solving Ability

The purpose of this study is to determine the effect of the TGT (Teams Games Tournament) learning model on statistics material for class VII junior high school on mathematical problem solving abilities. This research was a quantitative research using Quasi Experimental Design. The sampling technique in this study used purposive sampling. Class VII D, consisted of 24 students as the experimental class and class VII C consisted 24 students as the control class. The instruments used in this research were Pretest-Posttest with 3 questions. The data analysis techniques used in processing the data were analysis prerequisite tests (normality test and homogeneity test), hypothesis testing, and the N-Gain test. Based on the results of calculations that have been carried out, the posttest average value for the experimental class was 92, while the posttest average value for the control class was 85. In addition, based on the data obtained from the results of the hypothesis testing, it results that the value is 0.000 then Ho is rejected and Ha is accepted. This is in line with the average N-Gain value in the experimental class resulting in 0.82 high criteria, while the average N-Gain value in the control class produces 0.66 medium criteria. So it can be concluded that there is an influence of the TGT (Teams Games Tournament) learning model on students' mathematical problem solving abilities.

The Effect of The Teams Games Tournament (TGT) Learning Model on Students' Learning Results in Mathematics Subjects For Class III Primary School Students

This research is motivated by the learning process that has not shown interesting progress and has yet to encourage active participation from students. This situation directly negatively impacts students' academic performance in mathematics, which remains relatively low. Therefore, there is a need for efforts to develop more effective and engaging learning methods to improve students' learning outcomes in this subject. This study aims to obtain information on the extent of the influence of the Teams Games Tournament (TGT) learning model on the mathematics learning outcomes of third-grade elementary school students. This research is an experimental study using a quasi-experimental design, specifically a Posttest Only Control Design. The research was conducted at SDN 20 Sitiung, Sitiung District, Dharmasraya Regency. The sample consisted of 49 students, representing all students in grade III. The data collection instrument used was a 20-item multiple-choice test that has been tested for validity and reliability. The results showed that the average posttest score for the experimental class was 73.54, while the control class had an average posttest score of 44. Data analysis of the posttest results, using an Independent Sample Test, indicated a significance value of 0.000 < 0.05. Based on the criteria, if the significance is < 0.05, then H0 is rejected and Ha is accepted. Thus, it can be concluded that there is a significant effect of the application of the Teams Games Tournament (TGT) learning model on the mathematics learning outcomes of third-grade students at SDN 20 Sitiung

Application of the Teams Games Tournaments Learning Model Assisted by Documentary Films on National Awakening and Youth Pledge to Improve Student Learning Outcomes

The goal of this study was to apply the TGT (Teams Games Tournaments) learning model assisted by documentaries about national awakening and youth oaths to improve student learning outcomes. Classroom action research methods with cycle one and cycle two were used in the study. The research subjects included 33 class VII-F students (18 male students and 15 female students) and one Pancasila Education teacher at SMP Labschool Jakarta, even semester of the 2023/2024 school year. The research instrument is a test of student learning outcomes. The data analysis is based on the learning completeness criteria. In cycle one, the percentage of completeness of student learning outcomes was 36.36%. In the second cycle, the percentage of students was 81.81%. Based on the results of the study, it was concluded that student learning outcomes increased after the application of the TGT (Teams Games Tournaments) learning model assisted by documentaries about national awakening and youth oaths. Further researchers can use the TGT model assisted by other media to improve student learning outcomes.

The Effect of Teams Games Tournament (TGT) Cooperative Learning Model Assisted by Educandy Application on Student Learning Outcomes on Ecology Material

The learning model is one of the causes of the lack of student motivation in learning problems so that it affects student learning outcomes. The use of the right learning model is one of the determinants of success in learning activities carried out by teachers. This study aims to analyze the effect of TGT learning model assisted by educandy on student learning outcomes on ecology material. This research uses a quantitative approach with a quasi-experimental design. The sample amounted to 28 students selected through cluster random sampling technique. Cognitive aspect learning outcomes were obtained through pretest and posttest. Learning ecology material through the TGT model assisted by educandy makes students participate actively so that the learning stages are carried out very well. The cognitive learning outcomes of students using the TGT model assisted by educandy obtained a score of 82 with an n-gain value of 0.62 with moderate criteria. While in the control class, students' cognitive learning outcomes obtained a score of 70 and an n-gain value of 0.45 with a moderate category. The results of the t-test analysis obtained a significant value of 0.000 <0.005 means the hypothesis is accepted. There is an effect of TGT learning model assisted by educandy application on student learning outcomes on ecology material.

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.

Increasing Motivation to Learn History Through the Team Games Tournament Model Assisted by Emoji Puzzle Card Media in Class XI-1 Students of SMA Negeri 5 Medan

This research aims to increase the motivation to learn history in class XI-1 students at SMA Negeri 5 Medan through the application of the Team Games Tournament (TGT) learning model assisted by emoji puzzle card media. The research method uses a qualitative approach with data collection techniques carried out through observation, motivation questionnaires and documentation. The research results showed that there was a significant increase in student learning motivation after implementing the TGT model with emoji puzzle card media. In cycle I, poor results were obtained with a percentage of 60%. In cycle II, the increase in motivation was increasingly visible with a percentage of 90%. In conclusion, the TGT model using emoji puzzle cards has proven successful in increasing students' motivation to learn history.

Efektivitas Penggunaan Model Pembelajaran Problem Based Learning Combine Teams Games Tournament Terhadap Keaktifan Dan Hasil Belajar Peserta Didik Fase E Sma Negeri 3 Surakarta Tahun Ajaran 2022/2023

<p><em>The purpose of this study was to (1) find out the differences in the learning activeness of students who were taught the problem-based learning combine team games tournament learning model with the problem-based learning learning model in geography learning material on lithosphere dynamics in phase E SMA Negeri 3 Surakarta and (2) find out the differences the learning outcomes of students who were taught the problem-based learning model combine teams games tournament with the problem-based learning model in learning geography on lithosphere dynamics material in phase E SMA Negeri 3 Surakarta. This research uses quasi-experimental research. The population of the study was the students of SMA Negeri 3 Surakarta phase E. The sampling technique was carried out by simple random sampling. Data collection techniques were carried out by observation and tests. The analysis technique used in this study used the t test (independent sample t-test) on learning activity and student learning outcomes. The results are as follows (1) there are differences in student learning activeness between the problem-based learning combine team games tournament learning model and the problem-based learning learning model with sig2 tailed results of 0.028 > 0.05. (2) there are differences in student learning outcomes between the problem-based learning combine team games tournament learning model and the problem-based learning model with sig2 tailed results of 0.042 > 0.05. The application of the problem based learning combine team games tournament learning model is better than the problem based learning learning model. </em></p><p><em>Keywords : </em><em>learning activities, learning outcomes, problem based learning combine teams games tournament</em></p>

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.

SYSTEMATIC LITERATURE REVIEW: MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT TERHADAP MOTIVASI BELAJAR MATEMATIKA DI SEKOLAH MENENGAH

Mathematics holds a significant role in the world of education and can foster critical thinking, logical reasoning, and problem-solving abilities. However, many students harbor negative perceptions about mathematics, hindering their learning motivation. To minimize these negative attitudes, there is a need for innovative approaches to mathematics instruction that involve active student engagement. The Teams Games Tournament cooperative learning model is one such approach that can be implemented. This research aims to review the literature on the application of the Teams Games Tournament model in enhancing students' learning motivation in mathematics. This research uses a Systematic Literature Review methodology, which entailed searching for relevant research articles through google scholar. The search criteria considered publication year, educational level, learning model, research methods, and the variables investigated. From this process, 16 articles were chosen according to the inclusion and exclusion criteria. The findings of this research indicate that the Teams Games Tournament learning model positively influences students’ motivation to learn mathematics. In conclusion, the Teams Games Tournament learning model can effectively boost students' learning motivation in mathematics, and this model has the potential to be an innovative learning model that can be implemented in educational settings

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.

Teams Games Tournament Learning Model to Improve Elementary School Students' Mathematical Creative Thinking Skills

The mathematical creative thinking skills of students are still relatively low and need to be improved. Thus, they need a learning model that can enhance their mathematical creative thinking skills. One of the solutions to this problem is the cooperative learning model using the Teams Games Tournament method. This research aims to analize the result of the Teams Games Tournament cooperative learning model on grade IV students' mathematical creative thinking skills. This study used a quasi-experimental design with a non-equivalent control group design. The population of this study consists of 251 students, selected using a cluster random sampling technique, with a description test used as the data collection method. Data on mathematical creative thinking skills, obtained from post-test results, were analyzed with descriptive statistical techniques and inferential statistical analysis, specifically the polled variance t-test. The polled variance t-test resulted in tcount (4.73539) > ttable (1.67528) with 5% significance level. According to the test results, it can be concluded that the Teams Games Tournament cooperative learning model significantly affects the grade IV students' elementary school mathematical creative thinking skills. The TGT cooperative learning method can help students understand the concept of subject matter through solving real problems with daily life, peer tutor activities to deepen understanding of the material, playing games, and tournament activities.

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.