Rezki Awalia, Sitti Aisyah Chalik, Azizul Hakim

Penerapan Model Team Games Tournament (TGT) untuk Meningktkan Minat dan Hasil Belajar Bahasa Arab Peserta Didik Kelas XI MIA I MA Alkhairaat Kalangkangan

Introduction

Penerapan model team games tournament (tgt) untuk meningktkan minat dan hasil belajar bahasa arab peserta didik kelas xi mia i ma alkhairaat kalangkangan. Tingkatkan minat & hasil belajar bahasa Arab siswa kelas XI MA Alkhairaat Kalangkangan dengan model Team Games Tournament (TGT). Penelitian ini menunjukkan peningkatan signifikan.

Abstract

This study aims to explore the implementation process of the Team games Tournament (TGT) model to enhance the interest and learning outcomes in Arabic language for students in class XI MIA I at MA Alkhairaat Kalangkangan. The study employs a mixed method approach, combining qualitative and quantitative methods, using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which includes planning, implementation, observation, and reflection across two cycles. Data were collected through learning interest questionnaires, achievement tests, and classroom observation. The results show an increase in learning interest from 58.04% in cycle I to 70.4% in cycle II. Meanwhile, learning outcomes improved from 63.43% in cycle I to 77.42% in cycle II, with an 88.57% completion rate. The TGT model proved effective in creating an engaging learning environment, stimulating motivation, and encouraging active student participation in Arabic language learning.

Review

This paper presents a compelling investigation into the effectiveness of the Team Games Tournament (TGT) model for enhancing Arabic language learning among Class XI MIA I students at MA Alkhairaat Kalangkangan. Utilizing a robust Classroom Action Research (CAR) methodology based on the Kemmis and McTaggart model, the study systematically explored the implementation process over two cycles. The findings strongly indicate a positive impact, with significant improvements observed in both student learning interest and academic outcomes. Overall, the research offers valuable insights into a practical pedagogical approach for improving engagement and achievement in language education. A key strength of this study lies in its well-structured methodology. The application of a mixed-methods CAR approach, combining qualitative observations with quantitative data from interest questionnaires and achievement tests, provides a comprehensive view of the TGT model's impact. The two-cycle design is particularly effective, allowing for iterative planning, implementation, observation, and reflection, which reinforces the reliability of the observed improvements. The clear presentation of results, showing concrete increases in interest percentages from 58.04% to 70.4% and learning outcomes from 63.43% to 77.42%, coupled with an impressive 88.57% completion rate, offers strong empirical evidence for the TGT model's efficacy in fostering an engaging and motivating learning environment. While the study effectively demonstrates the positive impact of the TGT model within its specific context, some areas could be further elaborated or considered for future research. As a CAR study conducted in a single classroom, the generalizability of these findings to broader educational settings or different student populations might be limited without further replication. While the abstract mentions TGT created an "engaging learning environment" and stimulated "motivation," a deeper qualitative exploration of *how* specific TGT elements (e.g., teamwork, competitive games, peer interaction) contributed to these aspects from the students' perspective could enrich the understanding. Future work could also investigate the long-term sustainability of these gains in interest and achievement, or compare the TGT model's effectiveness against other active learning strategies.

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