Meta-Analysis of Teams Games Tournament Learning Model with Spinning Wheel Media-Based on Local Wisdom Toward Students’ Learning Outcomes

Kurniawati, Devita; Taufiq, Muhammad; Kasiyun, Suharmono; Naufi'ah, Naufi'ah

doi:10.23887/jere.v4i3.28183

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…stated that educational games can make students from various conditions focus and concentrate on tasks over a long period of time. Research also show that educational games make learning more fun and are in line with the principle of learning, namely supporting the development of skills and competencies rather than memorizing facts (Castillo-Cuesta, 2022;Kurniawati et al, 2020;Mira et al, 2020). According to previous research state that critical thinking skills can be developed through questioning techniques, the level of questions asked refers to higher cognitive levels such as analysis, synthesis, and evaluation (Astuti et al, 2019;Hussin et al, 2019;Rahman, 2019).…”

Section: Discussionmentioning

confidence: 83%

Improve Critical Thinking Skills with Informatics Educational Games

Samin

Gunarhadi

Efendi

2022

j.of education technology

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Facing the challenges of the 21st century Critical thinking is one of the main abilities that students must have. The problem of low critical thinking skills is caused by factors in students and learning that does not focus on developing critical thinking skills. This study aims to develop an Informatics educational game with higher order thinking skill (HOTS) questions based on the Berbras competition to improve students' critical thinking skills. The research design used by the ADDIE model consists of the stages of analysis, design, develop, implementation, evaluation. Test the effectiveness of educational games using experimental research with Noneequivalent Control Group Design. The research subjects were 32 students in class VIIA and 33 students in class VIIB. Collecting data using a questionnaire instrument and an essay test. The research data were analyzed using paired samples test, with the data requirements being normally distributed and homogeneous. The results of the normality and homogeneity test of the data, obtained a significance level greater than 0.05 so that the critical thinking ability data is normally distributed and homogeneous. The increase in critical thinking skills from the N-Gain analysis of the experimental class was 0.63 in the medium category and the control class was 0.43 in the medium category. Based on the results of the paired samples test, the value of Sig. (2-tailed) of 0.000 <0.05, it can be concluded that the use of informatics educational games has a significant effect on increasing students' critical thinking skills.

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Section: Discussionmentioning

confidence: 83%

Improve Critical Thinking Skills with Informatics Educational Games

Samin

Gunarhadi

Efendi

2022

j.of education technology

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“…Effective methods can include using approaches that are innovative, interactive, and motivating students (Ackland, 2015;Snee et al, 2016). Using the right method, students will feel more involved in learning, thus gaining a better understanding of social science concepts (Haryono & Tukiyo, 2022;Kurniawati et al, 2020;Lestari & Widayati, 2022). Student learning outcomes in social science learning are a description of students' understanding, knowledge, skills, and abilities in understanding and applying social science concepts (Evans, 2015;Russell & Waters, 2020).…”

Section: The Results Of the Analysis Of Social Science Learning Outco...mentioning

confidence: 99%

The Effect of Team Games Tournament (TGT) in Social Science Learning to Improve Student Learning Outcomes

Matitaputty,

Susanto,

Fadli

et al. 2023

al.ibtida.snj

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The Team Games Tournament (TGT) method is effective for improving student learning outcomes in social science learning, but there are still very few teachers who apply this method. The TGT method creates a competitive and collaborative learning environment where students engage in group games to deepen their understanding of social science concepts and develop social skills. This study aimed to investigate the TGT in social science learning to improve student learning outcomes. This study used a quasi-experimental with two experimental and control classes. The population used was fifth-grade elementary school students in Lampung, and the number of samples was 133. The sampling technique used cluster random sampling in determining the sampling, while the data collection was in the form of a questionnaire instrument. Questionnaires were analyzed using the n-gain score and Kruskal-Wallis tests to determine whether there was an increase in historical research skills with the help of SPSS 25. The results showed that the influence of the TGT in social science learning significantly improved student learning outcomes. The TGT method uses a competitive and collaborative group play approach to create an interesting and motivating learning environment for students. By applying the TGT, students become more involved and enthusiastic in social science learning. They actively participate in group play that involves discussion, teamwork, and joint problem-solving.

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“…Learning outcomes are changes in behavior that occur continuously and are not static. Learning outcomes are abilities obtained by individuals after the learning process takes place, which can provide changes in behavior both in knowledge, understanding, attitudes and skills of students so that they become better than before (Ambarsari et al, 2017;Kurniawati et al, 2020;Yundarini et al, 2020). Economic learning outcomes are abilities obtained after going through learning activities.…”

Section: Introductionmentioning

confidence: 99%

Learning Intensity and Visual Learning Style on Learning Outcomes

Muslim

Ekawarna

Ramalia

et al. 2022

JERE

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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.

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Meta-Analysis of Teams Games Tournament Learning Model with Spinning Wheel Media-Based on Local Wisdom Toward Students’ Learning Outcomes

Cited by 7 publications

References 2 publications

Improve Critical Thinking Skills with Informatics Educational Games

Improve Critical Thinking Skills with Informatics Educational Games

The Effect of Team Games Tournament (TGT) in Social Science Learning to Improve Student Learning Outcomes

Learning Intensity and Visual Learning Style on Learning Outcomes

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