Annisa Putri Azalia Maulidina, Ayu Maghfirah Widiyati, Nurul Makkiyah, Fiki Riehaz Zuhdi, Ahmad Syafii Karim, Ahmad Sudi Pratikno

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT PADA MATA PEMBELAJARAN MATEMATIKA TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS IV SDN PEJAGAN 3 BANGKALAN

Introduction

Pengaruh penerapan model pembelajaran kooperatif tipe tgt pada mata pembelajaran matematika terhadap hasil belajar matematika pada siswa kelas iv sdn pejagan 3 bangkalan. Temukan pengaruh model pembelajaran kooperatif TGT pada hasil belajar matematika siswa kelas V SDN Pejagan 3 Bangkalan. Penelitian kuantitatif ini menemukan pengaruh signifikan, namun kurang efektif.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh dari penerapan model pembelajaran kooperatif tipe TGT terhadap hasil belajar matematika siswa kelas V SDN Pejagan 3 Bangkalan. Metode penelitian yang digunakan adalah penelitian kuantitatif jenis quali eksperiment non-equivalent design. Populasi penelitian ini adalah seluruh kelas V SDN Pejagan 3 Bangkalan. Sampel dari penelitian ini adalah kelas VA sebagai kelas eksperimen dan kelas VB sebagai kelas kontrol. Teknik pengumpulan data yang digunakan adalah wawancara, angket, tes, dan dokumensi. Teknik analisis data yang digunakan adalah uji N-Gain untuk menguji keefektifan model pembelajaran dan uji t untuk menguji hipotesis. Hasil penelitian menunjukkan bahwanilai signifikansi pada uji t sebesar 0.019, sehingga nilai sig.< 0,05 makadapat dikatakan Ho ditolak dan Ha diterima, sehingga terdapat pengaruh penerapan model pembelajaran kooperatif tipe TGT terhadap hasil belajar matematika siswa kelas V SDN Pejagan 3 Bangkalan. Nilai rata-rata pada uji N-Gain adalah 42,2%. Rentang nilai rata-rata 40%-50% pada uji N-Gain ada pada kategori kurang efektif. Sehingga meskipun terdapat pengaruh dari penerapan model kooperatif tipe TGT terhadap hasil belajar matematika, model TGT masih kurang efektif untuk diterapkan dalam pembelajaran matematika.Kesimpulannya adalah terdapat pengaruh penerapan model kooperatif TGT terhadap hasil belajar matematika siswa kelas V SDN pajagan 3 Bangkalan.

Review

This study investigated the influence of the Teams Games Tournament (TGT) cooperative learning model on mathematics learning outcomes for students at SDN Pejagan 3 Bangkalan. Employing a quantitative quasi-experimental, non-equivalent control group design, the research compared a class taught using the TGT model (experimental group) with a class receiving conventional instruction (control group) from the fifth grade. The findings indicate a statistically significant influence of the TGT model on student learning outcomes, with a t-test significance value of 0.019, leading to the rejection of the null hypothesis. However, a critical nuance is presented: despite this statistically significant influence, the N-Gain score of 42.2% placed the model's effectiveness in the "less effective" category. While the study offers a clear objective and utilizes appropriate statistical tests (t-test for hypothesis testing and N-Gain for effectiveness), a significant inconsistency in the grade level between the title ("kelas IV") and the abstract ("kelas V") is a notable oversight that requires correction for clarity and accuracy. Furthermore, the abstract mentions multiple data collection techniques (interviews, questionnaires, tests, documentation), but the results presented primarily revolve around test data (t-test and N-Gain), leaving the contribution of the other methods unclear. The most compelling aspect is the dual finding: a significant statistical influence alongside a "less effective" practical outcome. This apparent contradiction suggests that while the TGT model may facilitate some improvement, its implementation in this context did not yield substantial learning gains, prompting further inquiry into the factors limiting its effectiveness. In conclusion, this research provides valuable insights into the application of the TGT cooperative learning model in mathematics education. The study effectively demonstrates that the TGT model can indeed influence student learning outcomes, which is a positive indicator for its potential. However, the accompanying finding of "less effective" learning gains through the N-Gain score highlights a crucial area for development. Educators considering the TGT model should be mindful of its nuanced effectiveness and potentially explore modifications or refined implementation strategies to maximize its impact. Future research could delve deeper into the specific aspects of TGT implementation that contribute to or detract from its effectiveness, perhaps by comparing different variations of the model or integrating it with other pedagogical approaches to achieve more robust learning outcomes.

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