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UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA SISWA KELAS V SD MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAMS GAMES TOURNAMENT)

Introduction

Upaya peningkatan hasil belajar matematika siswa kelas v sd melalui model pembelajaran kooperatif tipe tgt (teams games tournament) . Penelitian ini menunjukkan model pembelajaran kooperatif TGT efektif tingkatkan hasil belajar matematika siswa kelas V SD. Ketuntasan belajar siswa meningkat signifikan hingga 80%.

Abstract

The problem behind this research is the low learning outcomes of students in mathematics in class V SD IT Khairul Ummah Bandar Lampung and the lack of activeness of students in the learning process. These problems arise due to several factors, including learning that has not fully activated students. In connection with the above problems, this study aims to improve the mathematics learning outcomes of fifth grade students by applying the TGT (Teams Games Tournament) learning model. This research is a collaborative Classroom Action Research (CAR). This Classroom Action Research consists of four stages, namely: planning, implementation, observation and reflection. This research was conducted at SD IT Khairul Ummah Bandar Lampung with the research subject being class V with a total of 35 students. The results showed that the application of the TGT (Teams Games Tournament) type of cooperative learning model could improve students' mathematics learning outcomes. This is indicated by the increase in the percentage of student learning completeness, namely at the time of pre-action by 31%, increasing to 57% in the first cycle, then increasing again in the second cycle to 80%. This result exceeds the established research success indicator, which is 75%. In addition, from the observation data obtained before the action was given, the students looked less active in learning activities and learning activities were not yet centered on students. After being given the action, the students looked active both during question and answer activities and during group activities. Thus, in each cycle there is an increase and it can be concluded that the TGT (Teams Games Tournament) type cooperative learning model can improve the learning outcomes of fifth grade students at SD IT Khairul Ummah Bandar Lampung for the 2021/2022 school year.

Review

This Classroom Action Research (CAR) addresses a pertinent issue in primary education: the low mathematics learning outcomes and lack of student engagement observed in fifth-grade students. The study clearly identifies the problem as learning activities that inadequately activate students and proposes the cooperative learning model, Teams Games Tournament (TGT), as a targeted intervention. The research aims to enhance mathematics learning outcomes, a commendable objective given the foundational nature of mathematics at this educational level. The abstract provides a straightforward outline of the methodology, specifying the four stages of CAR and the research setting. The study's strengths lie in its clear problem statement and the direct application of a well-established cooperative learning model. The quantitative results presented are compelling, showing a substantial increase in student learning completeness from a pre-action baseline of 31% to 57% in Cycle 1, and ultimately to 80% in Cycle 2. This progression not only demonstrates the effectiveness of the TGT model in improving academic performance but also successfully exceeds the established research success indicator of 75%. Furthermore, the qualitative observation of increased student activeness during question-and-answer sessions and group activities provides crucial support for the intervention's positive impact on engagement. While the abstract clearly demonstrates the positive impact of the TGT model within its specific context, some considerations could deepen the understanding. As a Classroom Action Research, the findings are highly specific to SD IT Khairul Ummah Bandar Lampung, and while valuable for that institution, generalizability to broader educational settings would require further investigation. Future research could explore the specific mechanisms within the TGT model that contributed most significantly to both learning outcomes and student activeness, perhaps through more detailed qualitative analysis of student and teacher experiences. Nevertheless, this study provides a robust case for the efficacy of the TGT model in enhancing mathematics education for elementary students.

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