Agnia Putri Rizqia, Rahmadhani Mulvia, Siti Nurdianti Muhajir

PENGARUH PENDEKATAN TEAMS GAMES TOURNAMENT LEARNING DALAM MENINGKATKAN KREATIVITAS PADA PEMBELAJARAN FISIKA

Introduction

Pengaruh pendekatan teams games tournament learning dalam meningkatkan kreativitas pada pembelajaran fisika. Penelitian ini menguji pengaruh model Teams Games Tournament (TGT) terhadap kreativitas siswa dalam pembelajaran fisika SMA. TGT terbukti efektif meningkatkan kelancaran, fleksibilitas, dan orisinalitas.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model Cooperative Learning yang terintegrasi dengan Game-Based Learning terhadap kreativitas siswa dalam pembelajaran fisika di tingkat SMA. Latar belakang penelitian ini didasarkan pada rendahnya perhatian guru terhadap pengembangan aspek kreativitas dalam proses pembelajaran. Metode yang digunakan adalah kuantitatif dengan desain quasi-experimental dan melibatkan 62 siswa yang dibagi menjadi dua kelompok. Kelompok eksperimen menerapkan model Cooperative Learning tipe Teams Games Tournament (TGT), sedangkan kelompok kontrol menggunakan model Cooperative Learning konvensional (CL). Data dikumpulkan melalui tes pretest dan posttest serta dianalisis secara statistik menggunakan uji t dengan taraf signifikansi 0,05. Hasil analisis menunjukkan nilai p-value sebesar 0,001 (p < 0,05), yang mengindikasikan adanya perbedaan signifikan antara kedua kelompok. Penerapan model TGT terbukti meningkatkan kreativitas siswa dengan rata-rata peningkatan sebesar 20,5% pada berbagai indikator, meliputi kelancaran (23%), fleksibilitas (21%), orisinalitas, dan elaborasi (19%). Dengan demikian, dapat disimpulkan bahwa model Teams Games Tournament lebih efektif dan memberikan dampak positif yang signifikan terhadap pengembangan kreativitas siswa dibandingkan model Cooperative Learning konvensional.

Review

This study addresses a pertinent educational challenge concerning the development of student creativity, particularly in physics learning, where teachers' attention to this aspect is often low. The research effectively investigates the impact of the Teams Games Tournament (TGT) model, a cooperative learning approach integrated with game-based learning, on high school students' creativity. Utilizing a quantitative quasi-experimental design, the study compared 62 students, with one group experiencing the TGT model and the control group engaging in conventional Cooperative Learning. The core finding indicates a statistically significant positive effect of the TGT model on student creativity, as evidenced by a p-value of 0.001. The strength of this research lies in its clear focus on a specific pedagogical intervention (TGT) to target a well-defined educational outcome (creativity), which is a valuable contribution to educational practice. The quantitative methodology, employing pretest-posttest design and statistical t-test analysis, provides a robust framework for comparing the effectiveness of the two instructional models. The detailed presentation of results, showing an overall 20.5% increase in creativity with specific improvements in fluency (23%), flexibility (21%), originality, and elaboration (19%), strongly supports the conclusion that the TGT model is more effective than conventional Cooperative Learning. This empirical evidence offers a compelling argument for educators to consider incorporating TGT to foster creativity in physics classrooms. While the study presents clear and significant findings, the abstract, as a summary, suggests areas for potential expansion in future research. Further investigation could explore the long-term sustainability of the creativity gains observed, as the duration of the intervention is not specified. Additionally, while the abstract establishes the "what," a deeper dive into the specific mechanisms within the TGT model that contribute most effectively to creativity development could provide richer insights. Future studies might also benefit from incorporating qualitative data, such as student interviews or teacher observations, to complement the quantitative findings and offer a more comprehensive understanding of the learning experience and the nuances of creativity enhancement across diverse educational contexts and subject matters.

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