TGT Learning Model Research Articles

EKSPERIMEN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN MEDIA KERANJANG BIJI-BIJIAN TERHADAP HASIL BELAJAR MATERI PERKALIAN DAN PEMBAGIAN SISWA KELAS II SDN SAPTORENGGO 02

Learning math using rote memorization, making it difficult students understand the basic concepts of multiplication and division. Students also thought that mathematics is a difficult subject and tedious, because teachers rarely use the model of learning and use of media only using the environment around students. This study aims to determine whether there is any difference in learning outcomes of students who use and do not use media-assisted learning model TGT grain basket. This study uses a quantitative approach with experimental methods and research design quasi experiment. This research sample that is grade II totaling 50 students and consists of two classes. The results of this study were tested using paired samples t test and obtained t of 5.057 while t table (sig. 0.05 and df = 23) of 2.069 which indicates thitung greater than ttable namely: 5.057> 2.069 which means that H0 rejected and Ha accepted. So it can be concluded that there is a significant difference between the results of student learning to use and not use the media-assisted learning model TGT grain basket.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMK SE-KABUPATEN NGAWI TAHUN PELAJARAN 2015/2016

Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a quasi-experimental research with a 3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than the learning achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learning achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement. K eywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TERHADAP HASIL BELAJAR KOGNITIF DITINJAU DARI KEMAMPUAN AKADEMIK MAHASISWA

This research aims to determine the effect of cooperative learning on cognitive learning outcomes in terms of students' academic abilities. This study was aquasi-experimental research design with non-equivalent pretest-posttest control group design with 2x4 factorial design. The study population was a student of biology education STKIP Bima semester IV, total of 8 classes with a number of 336 students. Samples were obtained through a simple random sampling technique, of which there are 8 classes taken 4 classes as the sample with 168 students.The research instrument is a cognitive achievement test. The data were analyze dusing statistical techniques Anacova two paths. The results showed that 1) There is influence of cooperative learning model type STAD, Jigsaw II, and the TGT to the cognitive achievement of students (p <0.05), 2) There is influence of academic ability on the cognitive achievement of students (p <0.05) , 3) There is no influence to interaction effect between cooperative learning model type STAD, Jigsaw II, and TGT with academic ability of the student cognitive learning outcomes (p> 0.05), 4) Different test results show that the cooperative learning model TGT significant differences in their effects oncognitive learning outcomes, compared with Jigsaw II, and STAD (coefficient positively and sig. <0,05).

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT DENGAN PETA KONSEP PADA POKOK BAHASAN TRIGONOMETRI DITINJAU DARI EMOTIONAL SPIRITUAL QUOTIENT DAN KONSEP DIRI SISWA SMA/MA KELAS XI IPA SE-KABUPATEN BANYUMAS

This research was conducted to find out: (1) which produces better mathematics achievement: students who were given TGT cooperative learning with mind mapping, TGT cooperative learning, or conventional learning; students who have high emotional spiritual intelligence or low one; students who have a positive or negative self-concept. and (2) which is better, the mathematics achievement of students in each category of spiritual emotional intelligence (high or low) and the category of self-concept (positive or negative) on the TGT with mind mapping, TGT cooperative learning, and conventional learning. This study used a quasi-experimental study with a factorial design 3x2x2. The population in this study were all students of Science Second Grade Students of senior high schools in Banyumas Regency in the Academic Year of 2012/2013. The hypothesis test used three-way analysis of variance with unbalanced cell. Based on the analysis, we concluded as follows. (1) The mathematics achievement of students given TGT learning model with mind mapping was better than students given TGT learning model and the conventional model of learning. However, there was no difference in achievement between students given TGT learning models with conventional learning model; there was no difference in mathematics achievement of students with high emotional spiritual intelligence with students with low emotional spiritual intelligence; the mathematics achievement of students with positive self-concepts better than students with a negative self-concept. (2) In every model of learning, students with high emotional spiritual intelligence always provide a better learning achievement than students with low emotional spiritual intelligence. In the learning model TGT with mind mapping, students with a positive self-concept provided better mathematics achievement than students with a negative self-concept, while in the TGT and conventional learning model, there was no difference in achievement between students with a positive self-concept and students with negative self-concept. Key words : Mathematics Learning Achievement, TGT, Mind Mapping, ESQ, Self Concept

PERBANDINGAN HASIL BELAJAR BIOLOGI SISWA ANTARA KELAS YANG MENERAPKAN PEMBELAJARAN TGT (TEAM GAMES TOURNAMENT) DENGAN KELAS YANG MENERAPKAN PEMBELAJARAN STAD (STUDENT TEAMS ACHIEVE- MENT DIVISION) MENGGUNAKAN HANDOUT

ABSTRACT: This research aimed to know the comparison of students’achievemeat in biology between class who apply TGT (tournament team games) with a class who apply STAD (student achievement division team) using handouts in the digestive system at VII grade studentsSMPN 19 Pekanbaru.This research was conducted in odd semester, October 2014.The design of the researchwasweak experiment, the static group pretes-posttest Design.The sample wasthe students gradeVIII1 and VIII2. With the member of each class was 35 students.Which taken by simple random sampling. Data were collected, through pretest, posttest, andteacher’s and students’activity sheets.Data were analysed by using independent t-test independent 2sample. The everage ofN-Gain in TGT class was 0.72 (high)and STAD class was 0.42 (middle). There fore, it cau be concluded that there was a differences on student’ learning achievement on class who apply TGT and STAD. Learning model TGT was better tobe used to impore student’s learning achieveman grade VIII SMP Negeri 19 Pekanbaru academic year 2014/2015.

PENERAPAN PEMBELAJARAN KOOPERATIF TGT BOLA BASKET UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMA

The problem in this study is how the application of cooperative learning model TGT basketballgame?. This study aims to mengetahuhi application of the model and to improvestudent learning outcomes through the implementation of cooperative learning in the learningTGT Physical Education, Sport and Health. This study uses classroom action research. Inthe implementation of the first cycle and second cycle of meetings held 1 meeting. The subjectswere 4 class XI IPS 2 Pemalng SMA. Instruments used in data collection obtained fromobservations during the learning and test performance. Based on the results, that there is anincrease in the learning process observations in each cycle.This formula was tested with hakewith results , Meaning that if more than 0.7, it can be stated that the increase in height(hight gain) and increased mastery of student learning outcomes in each cycle, the first cycleof 53.95% and 94.7% for the second cycle of the 38 number. Based on the above results, it canbe concluded that the application of cooperative learning model TGT basketball games canimprove student learning outcomes in class XI IPS 4 SMA Negeri 2 Pemalang.

MENINGKATKAN MOTIVASI BELAJAR DENGAN STRATEGI ARCS TENTANG MATERI PERKEMBANGAN EKONOMI-KEUANGAN DAN POLITIK PADA MASA AWAL KEMERDEKAAN SAMPAI TAHUN 1950 DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TIME GAME TURNAMEN (TGT) DI KELAS XII IPS-1 SMAN 7 BANJARMASIN

Understanding that the history lesson is rote learning resulted in a greater emphasis on verbal. Under these circumstances researchers offered the implementation of cooperative learning model type Time Game Tournament, which is a cooperative learning model in which there are elements of the game academic or weekly tournament to replace the individual test, so students do not feel bored because there is an element of the tournament. This research is a classroom action research conducted with 3 cycles. Each cycle consists of two meetings. It can be concluded: (1) The application of cooperative learning model TGT can be executed properly if the teacher can plan learning activities with good (2) Problems encountered in general can be overcome if the teacher has the willingness and ability to develop the profession (3) The application of the model TGT cooperative learning can enhance students' motivation is measured by ARCS motivational strategies that attention (attention), relevance (relevant), confidence (confidence) and satisfaction (satisfaction).Key words: History lesson, cooperative learning, Time game tournament, learning achievement

KEEFEKTIFAN MODEL TGT BERBANTUAN CD PEMBELAJARAN REKREATIF TERHADAP MOTIVASI DAN HASIL BELAJAR

The aim of this study was to determine the effectiveness of recreational learning CD-assisted model TGT toward motivation and learning outcomes for student. The population of this study was the students of grade VIII SMP N 1 Muntilan school year 2011/2012. By using cluster random sampling technique we were obtain two groups. The groups were experiment group and control group. Questionnaire was used to obtain motivation of learning data; observation was used to obtain activity of teacher and student data; and a test was used to obtain learning outcomes for student. The results of the proportion test students learning outcomes data indicate that the experiment group had reached the mastery of learning. Test similarity of two average scores on the motivation to learn the data showed that score of motivation to study experiment group higher than the control group. Test similarity of two average of learning outcomes data show that the results of experimental study of students grade higher than the control group. Test similarity of two proportions in the learning outcome data showed that the percentage of the study of students who achieved at individual KKM of experiment group over the control group. Based on this study, it can be said that the recreational learning CD-assisted learning model TGT was effective toward learning motivation and learning outcomes of students in subject matter prism and pyramid.