PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAME TOURNAMENT BERBANTUAN MEDIA MONOPOLI HIDROSFER TERHADAP HASIL BELAJAR SISWA KELAS V SEKOLAH DASAR
DOI:
https://doi.org/10.33578/10.33578/jpfkip.v11i6.8986Keywords:
team game tournament, students’ learning outcomes, hydrosphere monopoly mediaAbstract
This article discusses the effect of applying a team game tournament cooperative learning model assisted by hydrosphere monopoly media on fifth-grade elementary school students learning outcomes. The type of research is quantitative with a quasi-experimental approach in the form of the Nonequivalent Control Group Design. The research was conducted in March-June 2022. The population of the research involved class VA and VB SDN 164 Pekanbaru in the
academic year 2021/2022. The VA class as an experimental class was taught by applying a team game tournament cooperative learning model assisted by the hydrosphere monopoly media. On the contrary, the VB class as a control class was taught by applying a conventional learning model. Data were collected through pretest and posttest to see students’ learning outcomes. Both groups are taught in a pretest to determine students’ initial skill and knowledge scores after being given treatment and taught in a posttest to determine students’ final scores. The hypothesis is tested through the Independent Sample T-test. Based on the data analysis result, the hypothesis testing indicated a significant (2-tailed) result of 0.000. Thus, it indicates a significance value of 0.000 <0.05, which means that there isan effect of the team game tournament cooperative learning model assisted by hydrosphere monopoly media on the fifth-grade elementary school students learning outcomes. Based on the average value of the post-test learning outcomes of the experimental and control classes, students’ learning outcomes in the experimental class are higher than the students’ learning outcomes in the control class.
References
’yuningsih, D. Q., Suardana, N., & Suwenten, M. (2017). Penerapan model pembelajaran kooperatif tipe TGT (Teams Games Tournament) untuk meningkatkan motivasi dan hasil belajar peserta didik. Jurnal Pendidikan Kimia Indonesia, 1(2), 38–47.
Aden, O. Y. (2020). Pengaruh model pembelajaran Teams Games Tournaments berbantuan media palu kombipoli terhadap hasil belajar matematika (Skripsi). Universitas Muhammadiyah Magelang.
Amaliyah, S. N., Rusijono, R., & Subroto, W. T. (2019). Pengembangan perangkat pembelajaran model pembelajaran kooperatif tipe Teams Games Tournament pada subtema perubahan lingkungan untuk meningkatkan hasil belajar siswa kelas V sekolah dasar. Jurnal Review Pendidikan Dasar, 5(3), 1–16. https://doi.org/10.26740/jrpd.v5n3.p1100-1115
Amni, Z., Ningrat, H. K., & Raehanah. (2021). Pengaruh model pembelajaran kooperatif tipe TGT berbantuan media destinasi terhadap motivasi dan hasil belajar pada materi larutan penyangga. Jurnal Inovasi Pendidikan Kimia, 15(2), 2840–2848. https://doi.org/10.15294/jipk.v15i2.25716
Arifin, S., Utomo, P., & Anisa, N. A. (2018). Penerapan model pembelajaran kooperatif tipe TGT dengan simulasi media monopoli pada mata pelajaran ekonomi. Jurnal Mitra Pendidikan, 2(1), 629–642.
Damayanti, S., & Apriyanto, M. T. (2017). Pengaruh model pembelajaran kooperatif tipe TGT terhadap hasil belajar matematika. JKPM: Jurnal Kajian Pendidikan Matematika, 2(2), 235–244.
Erfayliana, Y. (2016). Aktivitas bermain dan perkembangan jasmani anak. TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar, 3(1), 145–158.
Fitriyawany. (2013). Penggunaan media permainan monopoli melalui pembelajaran kooperatif pada mahasiswa fisika dengan konsep tata surya. Jurnal Ilmiah DIDAKTIKA, 13(2), 223–239.
Hakim, S. A., & Syofyan, H. (2017). Pengaruh model pembelajaran kooperatif tipe TGT terhadap motivasi belajar IPA di kelas IV SDN Kelapa Dua 06 Pagi Jakarta Barat. International Journal of Elementary Education, 1(4), 249–263.
Hasanah, Z. (2021). Model pembelajaran kooperatif dalam menumbuhkan keaktifan belajar siswa. Studi Kemahasiswaan, 1(1), 1–13.
Ismah, Z., & Ernawati, T. (2018). Pengaruh model pembelajaran kooperatif tipe TGT terhadap hasil belajar IPA siswa kelas VIII ditinjau dari kerjasama siswa. Jurnal Pijar Mipa, 13(1), 82–85. https://doi.org/10.29303/jpm.v13i1.576
Kurniawan, D. A. (2020). Penggunaan media belajar monopoli untuk meningkatkan motivasi dan hasil belajar siswa. Jurnal Review Pendidikan dan Pengajaran, 3(1), 10–15.
Ma’ani. (2020). Pengaruh penggunaan permainan monopoli terhadap hasil belajar kognitif peserta didik kelas III di SDN 38 Mataram tahun pelajaran 2019/2020 (Skripsi). Universitas Muhammadiyah Mataram.
Masnarati, C. (2020). Penerapan permainan monopoli dengan pembelajaran IPS pada peserta didik di sekolah dasar. Jurnal Edukasi Nonformal, 1(2), 103–114.
Mulianingsih. (2014). Pengaruh penggunaan media pembelajaran monopoli terhadap hasil belajar akuntansi siswa di kelas XII IPS SMA Negeri 4 Depok (Skripsi). Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Nasution, W. N. (2017). The effects of learning model and achievement motivation on natural science learning outcomes of students at Islamic elementary schools in Medan. Journal of Education and Training, 4(2), 131–150. https://doi.org/10.5296/jet.v4i2.11144
Pujiastuti, A. U. (2016). Penerapan kooperatif TGT untuk meningkatkan kemampuan bertanya pada pembelajaran Bahasa Indonesia siswa kelas IV. JPDN: Jurnal Pendidikan Dasar Nusantara, 1(2), 16–36.
Purwanto, & Annisa, J. (2016). Pengaruh model pembelajaran kooperatif tipe TGT menggunakan media permainan monopoli terhadap hasil belajar siswa pada materi fluida statis. Jurnal Ikatan Alumni Fisika UNIMED, 2(2), 34–39.
Rahayu, G. D. S., & Nugraha, F. F. (2018). Effect of cooperative learning model type TGT on cross-cultural skills in learning social science in primary school. PRIMARYEDU: Journal of Elementary Education, 2(1), 63–70.
Rosyana, W., Mulyani, S., & Saputro, S. (2014). Pembelajaran model TGT menggunakan permainan monopoli dan ular tangga pada materi sistem koloid ditinjau dari kemampuan memori. Jurnal Pendidikan Kimia, 3(2), 74–81.
Safarina, E. I. (2018). Pengaruh model pembelajaran kooperatif TGT terhadap hasil belajar IPA ditinjau dari kemampuan kerjasama. NATURAL: Jurnal Ilmiah Pendidikan IPA, 5(1), 32–38.
Septiawan, M. A. E., Rati, N. W., & Murda, I. N. (2017). Pengaruh model pembelajaran kooperatif tipe TGT berbantuan media audio visual terhadap hasil belajar IPA. e-Journal PGSD Universitas Pendidikan Ganesha, 5(2), 1–11.
Sholihah, N. (2011). Penerapan model cooperative learning tipe TGT dengan media kartu untuk meningkatkan prestasi belajar PKn siswa kelas IV SDN 03 Glagahwaru Kudus (Skripsi). Universitas Negeri Semarang.
Slavin, R. E. (2008). Cooperative Learning: Teori, Riset, dan Praktik (Terj. N. Yusron). Nusa Media.
Slavin, R. E. (2010). Cooperative Learning: Teori, Riset, dan Praktik. Nusa Media.
Solihah, A. (2016). Pengaruh model pembelajaran TGT terhadap hasil belajar matematika. SAP (Susunan Artikel Pendidikan), 1(1), 45–53. https://doi.org/10.30998/sap.v1i1.1010
Suryani, P., Agustyaningrum, N., & Hasibuan, N. H. (2019). Pengaruh model pembelajaran Teams Games Tournament dengan permainan monopoli terhadap hasil belajar matematika. PYTHAGORAS: Jurnal Pendidikan Matematika, 8(2), 101. https://doi.org/10.33373/pythagoras.v8i2.2011
Tran, V. D. (2014). The effects of cooperative learning on academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131–140. https://doi.org/10.5430/ijhe.v3n2p131
Veloo, A., & Chairhany, S. (2013). Fostering students’ attitudes and achievement in probability using Teams-Games-Tournaments. Procedia - Social and Behavioral Sciences, 93, 59–64. https://doi.org/10.1016/j.sbspro.2013.09.152
Widayanti, E. R., & Slameto. (2016). Pengaruh penerapan metode TGT berbantuan permainan dadu terhadap hasil belajar IPA. Scholaria, 6(3), 182–195.
Wijayanti, A. (2016). Implementasi model pembelajaran kooperatif tipe TGT sebagai upaya meningkatkan pemahaman konsep fisika dasar mahasiswa. Jurnal Pijar Mipa, 9(1), 15–21.
Wyk, M. M. van. (2011). The effects of Teams-Games-Tournaments on achievement, retention, and attitudes of economics education students. Journal of Social Sciences, 26(3), 183–193. https://doi.org/10.1080/09718923.2011.11892895
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licence
Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
