Implementation of the Cooperative Learning Model Type Teams Games Tournament (TGT) to Increase Student Learning Activity in Social Studies for Class IX A Of Junior High School
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Keywords:
Teams Games Tournament ; Learning Activity ; Social Studies LearningAbstract
Learning activity is one of the important factors in realizing meaningful learning, especially in social studies subjects that require students to actively discuss, collaborate and solve problems. The results of initial observations in class IX SMPI Nurul Jadid Panglegur Pamekasan showed that learning was still centered on the teacher so that student activity was relatively low. This study aims to describe the implementation of the Teams Games Tournament (TGT) type cooperative learning model and determine its effectiveness in increasing student learning activity.
Classroom Action Research (CAR) consisted of two cycles, each with three meetings, with 16 students as subjects. Each cycle included planning, implementation, observation, and reflection. Data were collected through observation, interviews, and documentation, then analyzed descriptively using qualitative and quantitative methods. Learning activity was measured based on Paul D. Dierich's eight indicators: visual, oral, listening, writing, drawing, motor, emotional, and mental activities .
The results of the study showed that the implementation of the TGT model ran more optimally from Cycle I to Cycle II, as evidenced by the increase in the percentage of teacher activity from 53.4% in Cycle I to 72.7% in Cycle II. Student learning activity increased gradually from 41% in the pre-cycle, increasing to 44%, 52%, and 54% in Cycle I with an average of 50% in the sufficient category, then increasing more significantly to 59%, 68%, and 75% in Cycle II. The increase occurred in all eight indicators of learning activity with details of visual activities increasing from 52% to 73%, listening activities from 52.54% to 70.73%, writing activities from 52% to 68%, drawing activities from 51% to 63%, motor activities from 58% to 83%, emotional activities from 55% to 81%, emotional activities self-confidence from 50% to 66%, mental activities from 51% to 67%, and oral activities from 38.39% to 48.49% although still in the sufficient category but still shows a real increase.
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