Differences of Effectiveness of Cooperative Learning Learning Model Type Teams Games Tournament (Tgt) and  Group Working on Learning Result at Elemntary School

Mudiyanto, Heru

doi:10.22460/pej.v1i1.422

Cited by 3 publications

(4 citation statements)

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“…Penelitian yang dilakukan oleh Veloo dan Chairhany (2013) juga menunjukkan bahwa TGT dapat meningkatkan sikap dan hasil belajar siswa lebih baik. Mudiyanto (2017) dalam penelitiannya juga menemukan bahwa TGT dapat meningkatkan hasil belajar siswa dan terbukti lebih efektif dibanding dengan model kooperatif yang biasa.…”

Section: Rerata T Hitung Sig Post Test Hasil Belajarunclassified

Pengaruh Metode Cooperative Learning Dan Persepsi Kinestetik Terhadap Hasil Belajar Gerak Dasar Manipulatif

Maharani¹

2020

Visipena

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This study aims to determine the effect of the TGT and STAD learning models on manipulative basic motion learning outcomes, to analyze the interaction of cooperative learning models with kinesthetic perceptions on learning outcomes, as well as differences in learning outcomes with TGT and STAD models in students with high and low kinesthetic perceptions. This study uses an experimental method with factorial design. The study was conducted at SDIT Al Madinah in 4th grade students. Data analysis was performed using descriptive analysis and different tests. The results showed that there were significant differences in the learning outcome in the learning model with the TGT model with the STAD model. There is an interaction between learning models with kinesthetic perception on learning outcomes. In the high kinesthetic perception, the learning outcomes of the TGT class are much higher than the STAD class, whereas in the low kinesthetic perception, the learning outcomes of the TGT class are slightly higher than the STAD class. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran TGT dan STAD pada hasil belajar gerak dasar manipulatif, menganalisis interaksi model cooperative learning dengan persepsi kinestetik pada hasil belajar, serta perbedaan hasil belajar dengan model TGT dan STAD pada siswa dengan persepsi kinestetik tinggi dan rendah. Penelitian ini menggunakan metode eksperimen dengan desain factorial design. Penelitian dilakukan di Sekolah Dasar Islam Terpadu Al Madinah pada siswa kelas 4. Analisis data dilakukan menggunakan analisis deskriptif dan uji beda. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan hasil belajar gerak dasar manipulatif pada model pembelajaran dengan model TGT dengan model STAD. Terdapat interaksi antara model pembelajaran dengan persepsi kinestetik pada hasil belajar. Pada persepsi kinestetik tinggi, hasil belajar kelas TGT jauh lebih tinggi dari kelas STAD, sedangkan pada persepsi kinestetik rendah, hasil belajar kelas TGT sedikit lebih tinggi dari kelas STAD. Kata Kunci: cooperative learning, TGT, STAD, persepsi kinestetik, hasil belajar

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Section: Rerata T Hitung Sig Post Test Hasil Belajarunclassified

Pengaruh Metode Cooperative Learning Dan Persepsi Kinestetik Terhadap Hasil Belajar Gerak Dasar Manipulatif

Maharani¹

2020

Visipena

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“…Teams Games Tournament memberikan kesempatan pada setiap siswa untuk bertatap muka yang dapat memunculkan komunikasi intensif diantara anggota grup untuk saling mendengarkan dan mengutaran opini mereka. Proses ini yang dapat meningkatkan motivasi untuk belajar dan berkembang (Mudiyanto, 2017).…”

Section: Pembahasan Peningkatan Hasil Keterlaksanaan Pembelajaranunclassified

“…Pembelajaran dengan model permainan akan tercipta proses pembelajaran yang menyenangkan, siswa tidak merasa tertekan, dan menjadikan siswa lebih aktif (Wardhani, Irawan, & Sa'dijah, 2016). Melalui pembelajaran sedemikian rupa siswa akan mampu menguasai materi pembelajaran berupa pengetahuan, pemahaman, dan aspek keterampilan atau kemampuan (Mudiyanto, 2017).…”

Section: Peningkatan Hasil Kemampuan Berpikir Kritis Siswaunclassified

Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Penggunaan Model Teams Games Tournaments

Saputra

Untari

Mudiono

2020

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aimed to describe the application of cooperative learning Teams Games Tournament to enhance the critical thinking skills of students in class V SDN Tlekung 1 Batu. This research is a classroom action research are conducted in two cycles. Each cycle consists of two meetings. Data was collected through observation implementation learning and critical thinking skills of students. The results showed that an increase in the average percentage implementation Teams Games Tournaments learning model by teachers from the first cycle to the second cycle is from 77% to 88% and the average percentage implementation result of learning by students from 77% to 90%. Then the critical thinking skills of students also increased from the first cycle to cycle 2 is equal to 37.1 (critical) to 4,2 (very critical).</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran kooperatif tipe <em>Teams Games Tournament</em> untuk meningkatkan kemampuan berpikir kritis siswa kelas V SDN Tlekung 1 Kota Batu. Penelitian ini merupakan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus. Masing-masing siklus terdiri atas dua pertemuan. Data dikumpulkan melalui hasil observasi keterlaksanaan pembelajaran dan kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan rata-rata persentase keterlaksanaan pembelajaran dengan model <em>Teams Games Tournaments</em> oleh guru dari siklus I ke II yaitu dari 77% menjadi 88% dan persentase rata-rata hasil keterlaksanaan pembelajaran oleh siswa dari 77% menjadi 90%. Kemudian kemampuan berpikir kritis siswa juga mengalami peningkatan dari siklus I ke siklus II yaitu sebesar 37,1 (kritis) menjadi 4,2 (sangat kritis).</p></td></tr></tbody></table></div>

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“…The review of the past literature on cooperative learning by approaches indicates that Curricular Approach which takes the form of student team learning methods such as STAD [24,25], Jigsaw-II [26,27], TGT [16,28,29,30] was found to be effective in enhancing learning and that the Structural Approach [31,32] was equally effective. Nevertheless, there is a scarcity of research on the effectiveness of Conceptual Approach.…”

Section: Introductionmentioning

confidence: 99%

Conceptual Approach to Cooperative Learning: Its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

Ong¹,

Singh²,

Lay³

et al. 2020

ujer

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This study aims to establish the effectiveness of a Conceptual Approach in enhancing the learning of Conceptual Approach to cooperative learning among 27 4 th semester pre-service Biology teachers in science teacher education. Accordingly, the Conceptual Approach employed in this study entails the incorporation of its five essential elements, namely positive independence, individual accountability, group processing, social skills, and face-to-face interaction into the context of problem solving within a cooperative learning setting. The research design employed was that of a triangulation mixed-methods design which provides a fuller and deeper understanding of the phenomenon at hand. The quantitative method used was that of one-group pretest-posttest design whereby a pretest was administered before the intervention while the posttest was administered after the three-hour intervention. Meanwhile, the qualitative method involved the generation of lesson ideas incorporating the Conceptual Approach so as to illuminate what has been learnt by the pre-service Biology teachers. The findings indicate that the analysis of the pretest and posttest data using paired samples t-test yielded a t of-17.90 which was statistically significant (p < .001). The analysis of the qualitative data consisting of lesson ideas generated indicates that the pre-service Biology teachers had an adequate grasp in that they were able to incorporate, albeit at differing frequencies, the five essential elements of Conceptual Approach within the 5E Instructional Model. The results are discussed in terms of how the key findings relate to other studies and also in terms of the pedagogical approach germane for teacher education. Implications for future research are also delineated.

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Differences of Effectiveness of Cooperative Learning Learning Model Type Teams Games Tournament (Tgt) and Group Working on Learning Result at Elemntary School

Cited by 3 publications

References 0 publications

Pengaruh Metode Cooperative Learning Dan Persepsi Kinestetik Terhadap Hasil Belajar Gerak Dasar Manipulatif

Pengaruh Metode Cooperative Learning Dan Persepsi Kinestetik Terhadap Hasil Belajar Gerak Dasar Manipulatif

Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Penggunaan Model Teams Games Tournaments

Conceptual Approach to Cooperative Learning: Its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

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