Endang Pebrianti, Eva Mustika Utami, Elvidio Gracia MF, Fikriyah Fikriyah

PENERAPAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA MATA PELAJARAN MATEMATIKA KELAS IV SD

Introduction

Penerapan model pembelajaran teams games tournament (tgt) untuk meningkatkan keaktifan belajar peserta didik pada mata pelajaran matematika kelas iv sd. Tingkatkan keaktifan belajar siswa kelas IV SD dalam Matematika. Penelitian ini membuktikan model Teams Games Tournament (TGT) efektif meningkatkan partisipasi & komunikasi.

Abstract

Penelitian ini bertujuan untuk meningkatkan keaktifan belajar siswa kelas IV di SD Negeri 2 Tukmudal melalui penerapan model pembelajaran Teams Games Tournament (TGT). Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, masing-masing mencakup tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan keaktifan belajar siswa dari siklus I ke siklus II. Rata-rata keaktifan siswa pada siklus I mencapai 78,9%, kemudian meningkat menjadi 90,3% pada siklus II. Peningkatan keaktifan ini terlihat terutama pada aspek kemampuan berkomunikasi secara lisan dan keterlibatan aktif dalam proses pembelajaran. Dengan demikian, dapat disimpulkan bahwa penerapan model TGT memberikan dampak positif terhadap keaktifan belajar siswa. Model ini mampu menciptakan suasana belajar yang menyenangkan dan kompetitif, sehingga mendorong siswa untuk lebih aktif dalam mengikuti pelajaran Matematika di kelas IV SD Negeri 2 Tukmudal.

Review

This study, titled "Penerapan Model Pembelajaran Teams Games Tournament (TGT) untuk Meningkatkan Keaktifan Belajar Peserta Didik pada Mata Pelajaran Matematika Kelas IV SD," presents a focused and relevant inquiry into enhancing student engagement. The central aim of the research was to investigate the effectiveness of the Teams Games Tournament (TGT) learning model in increasing the learning activeness of fourth-grade students in mathematics at SD Negeri 2 Tukmudal. Utilizing a Classroom Action Research (PTK) methodology, structured into two cycles encompassing planning, implementation, observation, and reflection, the study design is appropriate for examining pedagogical interventions within a specific educational setting. The findings robustly support the proposed hypothesis, demonstrating a clear and significant improvement in student activeness. Quantitatively, the average student activeness rose from 78.9% in the first cycle to an impressive 90.3% in the second, indicating a substantial positive shift. This enhanced activeness was particularly noted in critical areas such as improved oral communication skills and increased active involvement during the learning process. The research effectively concludes that the TGT model created an enjoyable and competitive learning environment, thereby proving to be a highly effective strategy for boosting student engagement in mathematics lessons for the target group. The study's strength lies in its clear objective, practical application, and the compelling evidence of positive outcomes for the specific classroom context. It provides valuable insights for educators seeking actionable strategies to combat student passivity and foster a more dynamic learning environment in primary school mathematics. While the abstract effectively highlights the positive impact within its scope, future research could explore the generalizability of these findings across different schools or demographics, delve into the specific teacher practices that optimized the TGT implementation, or investigate the sustained impact of this model on long-term academic achievement and student motivation beyond immediate activeness.

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