TGT Cooperative Learning Research Articles

Penerapan Model Pembelajaran Kooperatif Dengan Berbantuan Media Pembelajaran Kahoot Untuk Meningkatkan Minat Belajar Peserta Didik Pada Materi Mitigasi Bencana Alam Di Kelas XI IPS 2 SMA Negeri 6 Surakarta Tahun Ajaran 2022/2023

<span lang="EN-US">Learning can help students to show excellence according to their talents and interests. Therefore, students have the right to get support to increase their interest in learning. However, in SMA Negeri 6 Suarakarta, students' interest in learning geography is still low, namely 58%. The use of appropriate learning models and media can help to increase students' learning interest. This study aims to determine the application of the cooperative learning model assisted by learning media to increase students' learning interest which influences the learning outcomes of students in SMA Negeri 6 Surakarta class XI IPS 2. Data collection techniques use observation sheets, interest questionnaires, pre-test sheets and post-test, kahoot media, and documentation. The results of this study are that the application of STAD, TGT, and NHT cooperative learning models assisted by kahoot learning media can increase interest in learning by 58% (pre-cycle), 66% (cycle I), 71% (cycle II), and 78% (cycle II). cycle III). Increasing interest in learning has a positive impact on student learning outcomes which also increase, namely 57 (pre-cycle), 80 (cycle I), 85 (cycle II), and 86 (cycle III).</span>

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.

Pengaruh Pembelajaran Kooperatif TGT dengan Metode GASING Terhadap Pemahaman Konsep Matematis Perkalian Dua Angka di SD

This research aims to determine the influence of TGT type cooperative learning using the GASING method on students' understanding of the mathematical concept of multiplying two numbers. This research uses quantitative research methods with a quasi-experimental research type and a Nonequivalent Control Group Design research design. The population taken was all elementary schools in South Sumedang District, with the research sample being class IV students at SDN Sukaraja I, totaling 60 students. The research instrument is a test in the form of essay questions regarding understanding the mathematical concept of multiplying two numbers. The validity of the instrument is carried out through expert judgment on several experts and testing the instrument on students who then carry out validity and reliability tests. The data were analyzed by comparing the gain values of the control and experimental classes which had been carried out by normality tests, homogeneity tests and research hypothesis tests. The results of this research show that TGT cooperative learning using the GASING method has an influence on understanding the mathematical concept of multiplying two numbers as evidenced by an increase of 0.56 in the experimental class, higher than the increase in the control class of 0.26.

Enhancing Quadratic Function Learning Outcomes with TGT Cooperative Learning, Desmos, and Quizwhizzer

Enhancing Quadratic Function Learning Outcomes with TGT Cooperative Learning, Desmos, and Quizwhizzer

The Effect of PowerPoint-Based Card-Assisted TGT Cooperative Learning Model on Chemical Bonding Material on Student Learning Outcomes

The Effect of PowerPoint-Based Card-Assisted TGT Cooperative Learning Model on Chemical Bonding Material on Student Learning Outcomes

Efektivitas Model Pembelajaran Kooperatif Terhadap Hasil Belajar Fisika Di SMA Negeri 3 Makassar

This research is experimental to analyze the description and differences in the average results of physics learning in groups taught by the cooperative learning model of the TAI, STAD, and TGT types of class X MIPA students at SMA Negeri 3 Makassar. The population in this study were all students in class X MIPA SMA Negeri 3 Makassar as many as 6 classes, the sample was class X MIPA 1 taught the TAI cooperative learning model, class X MIPA 5 taught the STAD type cooperative learning model, and class X MIPA 6 is taught using the TGT cooperative learning model. The instrument in this study was a physics learning achievement test with multiple choice objective questions of 15 items on work and energy, momentum and impulse, and simple harmonic vibrations. The data analysis technique using One Way Analysis Of Variance. Based on the results of the study, (1) the physics learning outcomes using the TAI type cooperative learning model were in the very high category, the STAD and TGT types were in the high category, (2) there was a significant difference in the mean physics learning outcomes between the groups being taught TAI, STAD, and TGT type cooperative learning models (3) the physics learning outcomes of the group taught the TAI type cooperative learning model were significantly higher than the group taught the STAD type cooperative learning model, (4) the group physics learning outcomes that were those taught the TAI cooperative learning model were significantly higher than the group taught the TGT cooperative learning model, (5) the physics learning outcomes of the group taught the STAD type cooperative learning model was significantly higher than the group taught the cooperative learning model type TGT‎.Keywords: Learning Outcomes, Cooperative learning model types TAI, STAD and TGT.

Application of the Teams Game Tournament Model to Increase Biology Learning Activeness

Teachers and students need an adjustment period to adapt from distance learning to face-to-face learning. This condition raises problems in the teaching and learning process. The research used classroom action research as a research design for implementing the TGT cooperative learning method to increase the activeness of class X students in Biology learning. The learning activeness of Class X students in biology subject categorized as low. To improve it, the researcher utilized a fun method such as TGT. The research participants were sixteen class X MIPA SMA Islam 1 Surakarta students. Data collection techniques of the research used observation, questionnaires, and tests. Comparative descriptive statistics were used to examine the quantitative data, while critical analysis was used to analyze the qualitative data. The results of the data analysis presented that students' learning activeness increased to the high category (≥ 75%) with details of 75% visual activity, 76% verbal activity, 83% listening activity, 76% writing activity, 96% motoric activity, 89% mental activity, and 86% vigorous activity. These results arise due to the active role of students in the syntax of games and matches. Nature card media generate students' interest in learning, because contain picture-cued of surrounding natural phenomena in the student environment. The card's questions were scaled to the student's cognitive capacity level and impacted the student's self-awareness to care about the environment. It can be concluded that contextual learning of the environment change with the TGT model can increase student learning activity, especially in Biology lessons.

Analysis of the TGT Cooperative Learning Model in Physics Learning: In Terms of The Implementation of Procedures and Principles

This study aims to analyze the implementation of procedures and principles in the TGT type cooperative learning model used by MAN 1 Jambi City teachers in learning Physics. This type of research is descriptive qualitative research. The subject of this research is the Physics teacher of MAN 1 Jambi City. The method used in collecting data is interview. The results showed that the implementation of the procedure was according to the syntax of the TGT type cooperative model in the Good category with an average value of 3 . The principles that the teacher most often uses in the TGT type cooperative learning model are group discussions in the Fairly Good category with a percentage score of 38.4%.

Elevating Social Sciences Learning Outcomes: TGT Type Cooperative Learning Model

Teachers are required to be able to master the right learning model in creating a conducive and enjoyable learning situation in order to enable students to be actively involved in discovering and exploring their knowledge. The TGT model is a type of cooperative learning model that collaborate three main activities, namely group learning, games, and matches between groups to achieve learning goals. The purpose of the research is to analyses student learning outcomes before and after the application of the TGT model and to find out the effect of using the TGT model on social studies learning outcomes. This research is quantitative research with the type of experiment. So the research design used is a quasi-experimental design with a non-equivalent control group design. Sampling in this study used purposive sampling, consisting of 20 students in each experimental and control class. The data needed, using data collection techniques, namely tests and documentation. The data analysis techniques used are descriptive statistical analysis and inferential statistical analysis. The results showed that social studies learning outcomes increased after being given treatment in the form of using the TGT model and the learning mastery obtained was relatively high and there was an effect of applying the TGT cooperative learning model to student learning outcomes. So that with this research it is hoped that they can broaden their knowledge and skills so that they can update in developing this research so that it can be useful for improving the quality of education in Indonesia.

Perbedaan Hasil Belajar Kemampuan Pemecahan Masalah Matematika Siswa Yang Diajar Dengan Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Dan Team Games Tournament (TGT) Kelas IX MTS PP. Tarbiyah Islamiyah Hajoran Tahun Pelajaran 2020/2021

One of the students' mathematics learning outcomes is determined by the students' mathematical problem solving abilities. Students' mathematical problem solving abilities can be formed well through the application of learning models. This study aims to determine the differences in the results of students' mathematical problem-solving abilities who are taught using the NHT and TGT cooperative learning models in the matter of powers and roots. The research method used is quasi-experimental. The population in this study were all students of class IX MTs PP. Tarbiyah Islamiyah Hajoran T.P 2020/2021. The sampling technique in this research is random sampling. The sample in this study consisted of two classes, namely IX-A totaling 40 people as the experimental class I (Numbered Head Together class) and 40 students from class IX-B as the experimental class II (Team Games Tournament class). The research instrument used consisted of students' mathematical problem solving ability test questions in the form of initial tests and final tests. Based on statistical hypothesis testing with a t-test at a significant level of 0.05, the results obtained -tcount is smaller than -ttable (-2.7111<-2.0210), so it can be concluded that the results of this study indicate: there are differences in the type of cooperative learning model NHT and TGT on students' mathematical problem solving abilities in grade IX MTs PP. Tarbiyah Islamiyah Hajoran T.P 2020/2021.

The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.

Studi Meta-Analisis Model Pembelajaran Kooperatif tipe Teams Games Tournament (TGT) dalam Pembelajaran Fisika

This study aims to analyze the effect of the TGT type of cooperative learning model in learning physics through the overall size, based on education level, by region and dependent variables. This study uses a descriptive method with a meta-analysis approach to the results of scientific research published nationally. There are 8 national journals that fall into the research category. The results showed that learning as a whole with the application of the TGT cooperative learning model was able to improve student learning outcomes with an effect size of 0.459 from the control group. Based on the level of education, it can improve student learning outcomes with an effect size of 0.352 for junior high school education and 0.524 for high school education. Based on region, several regions in Indonesia, namely the island of Java, obtained results with an effect size of 0.743 and Sumatra with 0.419. And based on the dependent variable, the TGT cooperative learning relationship with learning outcomes has an effect size of 0.453; learning achievement has an effect size of 0.743; and understanding the concept has an effect size of 0.335. The three results of this study indicate the magnitude of the influence of the TGT type of cooperative learning model in learning physics. This shows that the TGT type of cooperative learning model is effectively used and has a major influence on learning physics.

Pengaruh Model Pembelajaran Kooperatif Tipe Teams Game Tournament Berbantuan Media Monopoli Terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi

This study aims to determine the effect of applying the TGT type of cooperative learning model with the help of monopoly media on student learning outcomes. Applied to Baiturrohmah Islamic High School students for the 2020/2021 semester 2 academic year, opening 36 people. Collecting data using experimental techniques through pretest and posttest. The results of data analysis showed that the application of the monopoly-assisted TGT cooperative learning model significantly improved student learning outcomes in economics subjects. This learning model is very effective in improving student learning outcomes.

PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH DENGAN MENGGUNAKNA MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DAN TIPE STUDENT TEAMS ACHIEVEMENT DIVISION

The purpose of this study was to determine the differences in students' mathematical problem-solving abilities taught by using the TGT and STAD cooperative learning models in the tangent circle material in class VIII MTs. Muallimin UNIVA Medan. This type of research is quantitative research, with the type of quasi-experimental research. The population is all students of class VIII MTs. Muallimin UNIVA Medan T.P 2015/2016. The sample in this study was class VIII-A and class VIII-B. Data collection techniques in the form of interviews, observation, documentation, and tests. Data analysis was performed with One Way Analysis of Variance (ANOVA). These findings indicate: 1) The mathematical problem solving abilities of students in class VIII A who are taught using the TGT cooperative learning model have fulfilled their mastery of learning in understanding problems, planning problem solving and implementing problem solving plans; 2) The mathematical problem solving abilities of students in class VIII B who are taught using the STAD cooperative learning model have fulfilled their mastery of learning in understanding the problem; 3) There are differences in students' mathematical problem solving abilities taught using the TGT cooperative learning model better than the STAD type in the tangent circle material in class VIII MTs. Muallimin UNIVA Medan.

Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) dengan Media Roda Putar terhadap Hasil Belajar Mahasiswa Program Studi Pendidikan Biologi STKIP Pembangunan Indonesia

Abstract. This study aims to determine the effect of the use of the TGT cooperative learning model with rotary wheel media on the learning outcomes of STKIP Pembangunan Indonesia students. This type of research is a quasi-experimental which takes two classes, the experimental class and the control class. The subjects of this study were even semester 2018/2019 students. The study was conducted in each class as many as 8 hours of study. The technique of data collection in this study uses instruments in the form of test results in the form of multiple choices. Data analysis using descriptive statistics using percentages and inferential statistics with t-test. The results showed that (a) from the results of the descriptive analysis, the mean value of the learning outcomes of the experimental class biology students 77.20 while in the control class 65.05 (b) from the results of inferential analysis using the confidence level t0.05 found that. The critical area H0 is rejected if p value (Sig. (2-tailed)) = 0.027. Because the test statistic is p value (Sig. (2-tailed)) <0.05 then H0 is rejected so it can be concluded that there is an effect of learning outcomes between students taught using the TGT cooperative learning model with rotary wheel media and without using the TGT cooperative learning model with rotary wheel media. Keywords: cooperative learning model type TGT, media wheel rotate, learning outcomes.

PENGARUH PENERAPAN MODEL PEMBELAJARAN TIPE TEAM GAMES TOURNAMENT DI INTEGRASIKAN DENGAN STAD TERHADAP HASIL BELAJAR GEOGRAFI

This study aims at determining the differences in student learning outcomes by involving two classes,i.e. the experimental classes taugtt by TGT learning model integrated with the STAD learning model as well as the control class taught by the STAD learning model. This experimental research involved all students of grade XI social sciences, namely the experimental class ( XI Social Sciences 2 ) and the control class ( XI Scocial Sciences 4 ).The hypothesis testing results show that the average learnig value of the students in the experimental class is 77,43 and the average learning value in the control class is 71,95. Considering the hypothesis testing results in α = 0,05, it is found that tcount = 2,447 greater than ttabel =1.679. This signifies that H0 is rejected ,and the scoes of student who lerning with the TGT cooperative learning model integration with the STAD learning model are higher that students who used the STAD cooperative learning model in Geograhy learning.

KOMPARASI PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAM GAME TOURNAMENT) DENGAN NHT (NUMBER HEAD TOGETHER) TERHADAP PRESTASI BELAJAR MATEMATIKA POKOK BAHASAN BILANGAN PECAHAN PADA SISWA KELAS IV SDN SADAH KABUPATEN LOMBOK TENGAH NTB

This study aims to compare the effectiveness of the cooperative learning model type TGT and cooperative learning model NHT in the Linear Program material. This type of research is quasi-experimental research (Quasi expeiment). he population in this study were all students of class IV of the SDN Liwung School and the sample consisted of two classes, namely the experimental group I, namely the TGT type cooperative model. and experimental group II, which was taught using a cooperative model type NHT which was taken by using simple random sampling technique (simple random sampling). The results of the study show that the application of the TGT cooperative learning model in the category very effective with student learning outcomes in the high learners in learning activities that are in the active category, and the response students of the device in learning are in the positive category.

Improving Learning Motivation and Chemistry Learning Outcomes of Class XI MIPA Students with the STAD Cooperative Learning Model

This study aims to increase learning motivation and chemistry learning outcomes of students of class XI IPA 1 of SMAN 1 Banguntapan 2018/2019 academic year on Salt Hydrolysis material through the application of the STAD type cooperative learning model (Student Teams Achievement Divisions). The learning motivation observed consisted of aspects of choice, confidence for success, and tenacity in trying. This type of research is Class Action Research (CAR). This research was conducted in two cycles with the subjects of the XI IPA 1 class students of SMAN 1 Banguntapan 2018/2019 academic year as many as 34 students. Data collection was carried out by observation, filling in learning motivation questionnaires, giving quiz questions, and document studies. The instruments used to collect data in this study were observation sheets for the implementation of learning, Student Worksheets, learning motivation questionnaires, quiz questions, and documents. Analysis of data from observation of learning activities, questionnaires, quiz questions, and documents carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the application of STAD type cooperative learning correctly through five stages of TGT cooperative learning consisting of stages of class presentations, group learning, group presentations, quizzes, and group awards, can increase learning motivation and chemistry learning outcomes. Based on the results of the questionnaire, the percentage of students who had high learning motivation in the first cycle was 64.71%, while in the second cycle there were 82.35%. Based on the implementation of the quiz the learning outcomes of students also increased, in the first cycle the percentage of students reached KKM was 29.41%, while in the second cycle it was 61.75%.

Academic Achievement and Conceptual Understanding of Electrodynamics: Applications Geoelectric Using Cooperative Learning Model

Students' comprehension of the theory is often implemented as an effort to improve their achievements. However, other learning processes are rarely carried out by teachers, such as the practice or tools uses as the lesson application. The purpose of this study is to analyze the learning effectiveness by applying the geophysical surveys practice method or the use of environmental geophysics tools. The assessment of students' abilities is based on the interpretation results of environmental geophysical survey data and the presentations and discussions about the results of interpretation. The TGT Cooperative learning model was used with a quasi-experimental method and quantitative design. Data collection was carried out using a series of research instruments in the form of questionnaires. The results of the study were based on comparisons between the experimental class and the control class. The results show that the experimental class has excellent findings. 1) Based on the results of the post-test, the TGT cooperative learning method is very effective in this study, because teamwork can maintain students' enthusiasm and understanding during the learning process. 2) Retrieval of field data makes students better understand the application of geoelectric concepts and determination of rock resistivity.

Pengaruh Model Pembelajaran Kooperatif TGT dan Pembelajaran Berbasis Audiovisual Terhadap Passing Bawah Bolavoli

The purpose of this study was to analyze the effects of TGT cooperative learning and audiovisual media based learning model on volleyball forearm pass skill learning outcome. Method used in this research was quasi experimental design with pretest-posttest approachment. Instrument used in this study were portofolio assessment approach on volleyball forearm pass skill. The result showed that the implementation of TGT cooperative learning model have shown an increased learning output on volleyball forearm pass skill (27.64 %), meanwhile the implementation of learning model using audiovisual media have shown an increased learning output on volleyball forearm pass skill (34.78 %). Based on the result, it was concluded that the implementation of audiovisual media based learning model have shown better improvement on volleyball forearm pass skill learning output.