Pre-Service Primary Teachers’ Opinions on Team-Games-Tournaments

Abstract

The aim of this study is to determine pre-service primary teachers’ opinions regarding the implementation of teams-games-tournaments (TGT). For this purpose, the action research method, which is one of the qualitative research methods, was employed. The study group in the research consisted of 30 students who attended Artvin Çoruh University College of Education Elementary Education Department Primary School Teaching Program. Qualitative data was collected by interview forms with open-ended questions. With the answers the participants gave to the interview questions, they shared their opinions about advantages and disadvantages of the method and their suggestions about using the method in their future classes. Participants found positive interdependence and learning in heterogeneous groups, which are among the common features of cooperative learning, useful and necessary. Participants also stated the features of causing noise, making classroom management more difficult, sharing responsibility and rewards unfairly, and difficulty of implementing the method in crowded classes as disadvantages of the method.

The Influence of TGT Type Cooperative Learning through Jellyfish Hunting Games on Science Collaboration Ability

“…Through jellyfish hunting activities, students appear enthusiastic in hunting for questions and increase their self-confidence and mutual respect for other students when taking questions. This finding is supported by the results of a study that shows an increase in selfconfidence and enjoyment when learning through games so that good collaborative relationships and mutual respect are established (Baydar, 2020). Apart from that, research results Permadi et al ( 2018), state that the TGT model is cooperative learning which contains game elements.…”

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

“…The findings may encompass the evaluation of variations in student learning outcomes before and after the implementation of TGT, comparisons between groups using the TGT and those not employing it, and analysis of TGT's impact on student's motivation, engagement, and comprehension of concepts (DeVries et al, 1978;Syaharuddin & Mutiani, 2020;Triasningsih, 2020;Wyk, 2011). The TGT approach emerges as a potent strategy for enhancing student performance in social science education (Afrina et al, 2021;Baydar, 2020;Fahrudin et al, 2020;Kjällander, 2011;Rahmah et al, 2023). TGT employs a mix of competitive and collaborative group play to establish a stimulating and encouraging educational atmosphere for students.…”

Peningkatan Kemampuan Literasi dan Numerasi Melalui Model Pembelajaran

“…Teams games tournament (TGT) akan menjadikan kelas menjadi ramai, hal ini membuat siswa tertarik untuk belajar. Seperti halnya yang disampaikan oleh Baydar (Baydar, 2020) perlu adanya kelas yang ramai dan hidup untuk membuat siswa betah di kelas untuk belajar Model Realistic Mathematics Education adalah salah satu pendekatan belajar matematika yang dikembangkan untuk mendekatkan matematika kepada siswa. Masalah-masalah nyata dari kehidupan sehari-hari digunakan sebagai titik awal pembelajaran matematika untuk menunjukkan bahwa matematika sebenarnya dekat dengan kehidupan sehari-hari.…”