Augmenting Team Games With a Ball to Promote Cooperative Play

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Kadri Rebane ◽  
Yo Inoue ◽  
David Hörnmark ◽  
Ryota Shijo ◽  
Sho Sakurai ◽  
...  
Keyword(s):  
Cooperative Play ◽  
Team Games

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IVC SEKOLAH DASAR NEGERI 108 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Lazim. N ◽  
Zulkifli ' ◽  
Rima '
Keyword(s):  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Average Score ◽  
Team Games ◽  
Social Science Study ◽  
Minimum Criteria ◽  
Daily Test

The problem on this research was that the low score of students’ learning on social science study. There werestill a lot of students that did not understand basic concepts and tended to memorize examples. It was showed by58,07% from 31 students achieving minimum criteria completeness (KKM) from students’ test score in IVCclass of SDN 108 Pekanbaru for Koperasi subject. The students’ average score was 62,4, and the KKM stated byschool was 68. Based on this problem it was needed to do an action research using cooperative learning modelsTeams Games Tournaments (TGT) type. This research aims to know whether the implementation of cooperativelearning models Teams Games Tournaments (TGT) type can improve students’ social science learningoutcomes at IVC class of SDN 108 Pekanbaru in 2013/2014 with 31students. This research was done in twocycles. First cycle consists of three meetings with one daily test and first tournament, and cycle II consists ofthree meetings with one daily test and second tournament. Instruments to collect data in this research areteacher’s observation sheets, students’ observation sheet, and tests. By implementing using cooperative learningmodels Teams Games Tournaments (TGT) type can improve students’ mathematics learning outcomes.Percentage of completeness in basic score was 54,8% (62,40 in average), and it changed into 77,4% (75,6 inaverage) in cycle I and 87,1% (81,1 in average) in cycle II. Percentage of teacher’ activity in cycle I was 81,9%and 92,3% in cycle II. Then percentage of students’ activity in cycle I was 75,4% and 92,2% in cycle II. Fromthose data it proves that the implementation of cooperative learning models Teams Games Tournaments (TGT)type can improve students’ learning outcomes at IVC class of SDN 108 Pekanbaru.Key Words : cooperative teaching and learning model, Teams Games Tournaments (TGT),learning outcomes

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X SMAN 1 AMBALAWI

2020 ◽  
Vol 3 (1) ◽  
pp. 24-31
Author(s):  
Arif Munandar Munandar
Keyword(s):  
Purposive Sampling ◽  
Team Games ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Teams GamesTournament terhadap hasil belajar kimia siswa pada materi konfigurasi elektron di kelas XSMAN 1 Ambalawi tahun pelajaran 2018/2019. Pembelajaran kooperatif tipe TGT terdiridari 5 komponen utama, yaitu: presentasi di kelas, tim (kelompok), game (permainan),turnamnet (pertandingan) dan rekongnisi tim (penghargaan kelompok). Metode yangdigunakan dalam penelitian ini adalah metode eksperimen semu (quasi experiment).Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Sampelpenelitian ini adalah siswa kelas X IPA 3 sebagai kelas eksperimen yang diberi perlakuanmodel pembelajaran Teams Games Tournament dan siswa kelas X IPA 2 yang diberimetode ceramah. Perolehan nilai rata rata hasil belajar siswa kelas eksperimen adalah 82.52dengan skor tertinggi 100 dan skor terendah sebesar 40 sedangkan pada kelas kontrolmemiliki skor rata-rata sebesar 69.67 dengan skor tertinggi 90 dan skor terendah 55. Teknikanalisis data yang dilakukan untuk uji normalitas adalah uji Kolmogorov-Smirnova dan ujihomogenitas menggunakan uji Levene, dilanjutkan dengan uji hipotesis denganmenggunakan uji Mann Whitney U, hasil uji Mann Whitney U diperoleh nilai signifikansinnyasebesar 0.00, maka 0.00 < 0.05. Hal ini menunjukan bahwa terdapat pengaruh modelpembelajaran kooperatif tipe TGT (teams games tournament) terhadap hasil belajar kimiasiswa pada materi konfigurasi elektron

P PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT TERHADAP HASIL BELAJAR KIMIA SISWA KELAS X SMAN 1 AMBALAWI

2020 ◽  
Vol 3 (1) ◽  
pp. 24-31
Author(s):  
Arif Munandar Munandar ◽  
Haerani Haerani Haerani
Keyword(s):  
Purposive Sampling ◽  
Team Games ◽  
Quasi Experiment

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Teams Games Tournament terhadap hasil belajar kimia siswa pada materi konfigurasi elektron di kelas X SMAN 1 Ambalawi tahun pelajaran 2018/2019. Pembelajaran  kooperatif  tipe  TGT  terdiri  dari  5  komponen  utama,  yaitu: presentasi di kelas, tim (kelompok), game (permainan), turnamnet (pertandingan) dan rekongnisi tim (penghargaan kelompok). Metode yang digunakan dalam penelitian ini adalah metode eksperimen semu (quasi experiment). Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Sampel penelitian ini adalah siswa kelas X IPA 3 sebagai kelas eksperimen yang diberi perlakuan model pembelajaran Teams Games Tournament    dan  siswa  kelas  X  IPA 2  yang  diberi  metode ceramah. Perolehan nilai rata rata hasil belajar siswa kelas eksperimen adalah 82.52 dengan skor tertinggi 100 dan skor terendah sebesar 40 sedangkan pada kelas kontrol memiliki skor rata-rata sebesar 69.67 dengan skor tertinggi 90 dan skor terendah 55. Teknik analisis data yang dilakukan untuk uji normalitas  adalah  uji  Kolmogorov-Smirnova dan  uji  homogenitas  menggunakan  uji Levene, dilanjutkan dengan uji hipotesis dengan menggunakan uji Mann Whitney U, hasil uji Mann Whitney U diperoleh nilai signifikansinnya sebesar 0.00, maka 0.00  < 0.05. Hal   ini   menunjukan   bahwa   terdapat   pengaruh   model   pembelajaran kooperatif tipe TGT (teams  games  tournament)  terhadap  hasil  belajar  kimia siswa pada materi konfigurasi elektron  

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Noor
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Team Games ◽  
Conventional Models ◽  
Grade Material ◽  
Normalized Gain ◽  
Cooperative Models ◽  
Better Than

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN MEDIA KARTU SOAL PADA SUB MATERI IKATAN KOVALEN KELAS X MIA DI SMA ISLAM HARUNIYAH PONTIANAK

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Zulfadhli Abdillah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Covalent Bond ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Covalent Bonds ◽  
Team Games ◽  
Bonding Material ◽  
Before And After ◽  
Tenth Grade

 This  study  is  motivated  by  the  low  learning  outcomes  in  the  Sub-covalent  Bond class of tenth-grade students, SMA Islam Haruniyah Pontianak. This problem is due to the  lack  of  students'  understanding  of  the  concept  of  Covalent  Bonds.  Therefore,  a proper learning model is required to improve students’ understanding of Covalent Bond concepts  based  on  the  characteristics  of  both  learning  materials    and  students.  This study  aimed  to  investigate  the  differences  in  the  student  learning  outcomes  and  the effectiveness of the question card-based on TGT learning in the Sub-covalent Bonding material. Using the pre-experimental method of one-group pretest-posttest design, the tenth-grade  students  of  Math  and  Science  Class  of  SMS  Islam  Haruniyah  Pontianak participated in this study. The data collection tools used were learning outcomes tests, observation sheets, and interview sheets. The results of data analysis revealed that the average  pretest  score  was  36  and  the  posttest  was  62.94.  In  addition,  the  t-test statistical  analysis  indicated  a  significance  value  of  0.00  (0.00  <0.05)  which  meanth that there were differences in student learning outcomes between before and after the question  card-based  TGT  learning  model  implemented.  The  gain  value  was  0.42.  In other words, the  question card-based on TGT learning model is effective in improving the student  learning outcomes with good category. Keywords: Covalent Bond, Question Card, Team Games Tournament (TGT)

Penerapan Model Pembelajaran Kooperatif Tipe TGT (Team Games Tournament) Untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V Sdn Prambangan-Gresik

2019 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Denny Silfiani ◽  
Iqnatia Alfiansyah
Keyword(s):  
Team Games

Penelitian ini dilatar belakangi bahwa pembelajaran yang digunakan oleh guru di dalam kelas masih menggunakan metode ceramah akibatnya peserta didik kurang aktif, cepat jenuh dan bosan menerima pembelajaran yang disampaikan oleh guru sehingga dari latar belakang tersebut peneliti dapat menerapkan model pembelajaran kooperatif tipe TGT (Team Games Tournament) yang bertujuan mampu meningkatkan hasil belajar peserta didik khususnya pada kelas V mata pelajaran PKn. Desain penelitian yang akan digunakan oleh peneliti adalah Penelitian Tindakan Kelas (PTK) dengan subjek penelitian sebanyak 23 peserta didik kelas V SDN Prambangan. Instrumen yang digunakan oleh peneliti adalah lembar observasi aktivitas guru dan peserta didik serta tes tulis. Hasil penelitian menunjukkan bahwa pada kegiatan observasi awal data hasil belajar peserta didik yang mengalami ketuntasan ada 61% kemudian dilaksanakan penelitian siklus 1 peserta didik yang dinyatakan tuntas sebesar 78% maka dapat dikatakan ketuntasan peserta didik sudah mencapai indikator keberhasilan.

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