Improving Learning Activities Using a Combination of Mind Mapping Model, Think Pair Share and Teams Game Tournament

Asniwati,; Fauzi, Zain Ahmad; Fikri, Hidayatul

doi:10.2991/iccite-18.2018.67

Cited by 4 publications

(3 citation statements)

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“…TGT has been able to elevate student learning activities and outcomes. these findings are in line with previous research that TGT can elevate student learning outcomes (Arga et al, 2022;Novritasari et al, 2022;Samrin et al, 2021) and student activity (Asniwati et al, 2018). Student activity increased because TGT invited students to play games and tournaments with other group members.…”

Section: Figure 1 Student Activity In Tgt Learningsupporting

confidence: 92%

The use of teams games tournament learning to increase students' learning outcomes in classification of living things

Rahmah¹,

Sirait²,

Nunaki³

2023

Inornatus Biol. Educ. J.

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This research aims to improve student learning outcomes through the use of teams games tournament (TGT) learning. This classroom action research was carried out in class VII B of SMP Negeri 10 Manokwari. The research subjects were 18 students. The cycle was carried out as much as and and a test to measure student learning outcomes. The results of the study show that the use of TGT learning can improve student learning outcomes. It is proven by the percentage of the average classical completeness score of students' learning outcomes in the first cycle of 77.8% and increased in the second cycle to 88.8%. The findings indicate that student learning outcomes has met the 75% classical standard. Student activity has also increased. Based on the results of the research that has been done, it can be concluded that the application of TGT can improve student learning outcomes.

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Section: Figure 1 Student Activity In Tgt Learningsupporting

confidence: 92%

The use of teams games tournament learning to increase students' learning outcomes in classification of living things

Rahmah¹,

Sirait²,

Nunaki³

2023

Inornatus Biol. Educ. J.

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“…Dalam pelaksanaan pendidikan, peran pendidik memiliki dampak besar pada proses pembelajaran. Kemampuan dan otoritas seorang pengajar berpengaruh besar, baik dalam ruang kelas maupun di luarnya (Fauzi & Fikri, 2018). Oleh karena itu, seorang pendidik bukan hanya menjadi teladan bagi murid-muridnya, tetapi juga bertanggung jawab sebagai pengelola proses pembelajaran yang mampu membimbing peserta didik menuju tujuan pembelajaran (Susanto, 2019); (Suhaimi & Nasidawati, 2020).…”

Section: Hasil Dan Pembahasanunclassified

Meningkatkan Aktivitas Peserta Didik Sekolah Dasar Dengan Model JIGSAW, NHT Dan TGT

Rosyadi,

Fauzi

2024

Locus

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Penurunan tingkat aktivitas peserta didik dapat disebabkan oleh kurangnya fokus pada kebutuhan mereka selama proses pembelajaran. Selain itu, kondisi pembelajaran yang kurang menarik dan kurangnya tantangan dapat mengakibatkan kegiatan belajar yang tidak memberikan pengalaman memadai bagi peserta didik. Dalam penelitian ini, metode yang digunakan adalah pendekatan kualitatif dengan jenis Penelitian Tindakan Kelas (PTK) selama empat siklus. Subjek penelitian terdiri dari 30 peserta didik kelas V semester genap SDN Teluk Dalam 1 pada tahun pelajaran 2021/2022. Data yang diperoleh melalui observasi aktivitas guru dan peserta didik menunjukkan peningkatan aktivitas pendidik yang signifikan pada setiap siklus. Hasilnya, terjadi peningkatan aktivitas belajar peserta didik secara berkelanjutan. Dengan demikian, dapat disimpulkan bahwa penerapan kombinasi model Jigsaw, NHT, dan TGT berhasil dilaksanakan dengan baik, menciptakan peningkatan aktivitas peserta didik. Temuan ini memberikan alternatif pendidikan yang efektif untuk memperbaiki proses pembelajaran dan meningkatkan partisipasi peserta didik.

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“…So that between activeness, concept understanding, and student learning outcome mutually influence each other. Learning with Think Pair Share provides a chance for students to think, answer, respond and help each other (Asniwati et al, 2018).…”

mentioning

confidence: 99%

Implementation of Think Pair Share during Limited Face-to-Face Learning to Improve Students’ activeness, Concept Understanding, and Learning Outcome

Hasanah

Salsabila

Rofiki³

2022

Abjada

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Activeness and concept understanding during limited face-to-face learning needs to be studied. This study is reviewed from the activeness, concept understanding, and student learning outcome through the Think Pair Share learning model with several actions. Classroom action research with a qualitative approach was carried out on a public junior high school at Pasuruan, Indonesia with 16 grade 8 students as research subject. The instruments of this research were test, observation sheet, and documentation. Data analysis was carried out by describing the activeness, concept understanding, and student learning outcome. The results show that there was a significant increase in the activeness and concept understanding so that student learning outcome also increase by using Think Pair Share during limited face-to-face learning.

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Improving Learning Activities Using a Combination of Mind Mapping Model, Think Pair Share and Teams Game Tournament

Cited by 4 publications

References 0 publications

The use of teams games tournament learning to increase students' learning outcomes in classification of living things

The use of teams games tournament learning to increase students' learning outcomes in classification of living things

Meningkatkan Aktivitas Peserta Didik Sekolah Dasar Dengan Model JIGSAW, NHT Dan TGT

Implementation of Think Pair Share during Limited Face-to-Face Learning to Improve Students’ activeness, Concept Understanding, and Learning Outcome

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