The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students’ Motivation toward Physics Learning Outcome

Abstract

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable was physics learning outcome. The instrument was a questionnaire of motivation to learn physics used to measure the motivation of students. Whereas physics achievement test was used to measure the physics learning outcome of the students. There were 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as the research samples. The data were analyzed using two ways of ANOVA. There were some findings of this research. First, the physics learning outcome of the students taught using cooperative learning model TGT was higher than students taught using conventional learning models. Second, the physics learning outcome of students who had high motivation to learn physic and were taught using cooperative learning with TGT was higher than students taught using conventional learning model. Third, the physics learning outcome of students who had low motivation to learn physic and were taught using cooperative learning with TGT was not significantly lower than students taught by conventional learning model. However, the learning outcome between those two learning models were significantly different with α = 0, 05. Fourth, there was a significant interaction effect between learning model and motivation toward physics learning outcome of the students.

The Effects of Team-Game-Tournaments Application towards Learning Motivation and Motor Skills in College Physical Education

“…Cooperative learning is a diverse learning mode, with numerous scholars believing that it enhances various skills such as learning motivation [24], motor skills [25], learning outcomes [26], learning attitude and critical thinking capability [27], social skills [28], creativity [29], and problem-solving skills [30]. In addition, Nadrah, Tolla, Ali, and Muris [31] believed that TGTs are the most memorable learning method for students because they can demonstrate their capabilities to the greatest extent possible and work hard to succeed in the team tournament; thus, its cooperative learning model is the optimal solution for improving students' motivation and learning outcomes in PE courses. These studies have all noted that the context of cooperative learning emphasizes students' learning of communication, interaction, encouragement, and motivation, while establishing harmonious interaction models based on social skills during the teamwork process to achieve the desired learning effects.…”

Effects of Cooperative Blended Learning Using Google Classroom on Critical Thinking Skills

“…TGT is a type of cooperative learning that places students in study groups consisting of 5 to 6 students who have abilities, different sexes. The teacher presents the material as well as students work in their respective groups [8] by emphasizing on achieving group goals and success based on group member assignments. The group's goals and success are not only in understanding a lesson, working to solve a problem but also learning something in groups.…”

“…Team Games Tournament (TGT) is one type of cooperative learning that places students in study groups consisting of 5 to 6 students who have different abilities [6]. Learning achievement and student motivation who were taught to use cooperative learning models with the TGT strategy, overall higher than those taught to students using conventional learning models in physics lessons [7,8].…”

A New trend in understanding students' interest in learning science: microetnography

“…In addition, student interest in learning is influenced by three aspects, among others: student attention during the teaching and learning process takes place, students' pleasure, and student curiosity [10]. These three factors are internal factors that are included in the psychological aspects that influence the success of student learning processes [11]. The teacher who successfully fosters students 'willingness to learn means that he has done the most important thing that can be done in the interests of the students' learning [12].…”