Teams Games Tournament Assisted by Question Card Increases Student Knowledge Competence in Science Learning

Learning should be designed to provide opportunities for students to be active and develop the skills needed in the 21st century. The Teams Games Tournament learning model which is abbreviated as Teamament is a cooperative learning model that is student-centred and oriented to the competencies needed in the 21st century. The research was carried out in two cycles by applying the Teams Games Tournament (Teagament) learning model with Crossword Puzzles (TTS) on the subject of Plant and Animal Reproduction Systems. Data collection techniques through learning outcomes tests, observation, and documentation. The results showed an increase in student activity and learning outcomes after the implementation of the action. The percentage of student activity increased from 40% at the end of the first cycle to 66.7% at the end of the second cycle. The percentage of students' learning completeness increased from before the action, cycle I and cycle II, respectively 36.7%, 46.7%, and 70%. It can be concluded that the application of the Teams Games Tournament (Teagament) learning model with Crossword Puzzle (TTS) media can increase the activity and learning outcomes of class IX C students of SMP Negeri 1 Bumijawa semester 1 of the 2019/2020 academic year on the subject of Plant and Animal Reproduction Systems

This study aims to determine the effect of Teams Games Tournament (TGT) learning model on the motivation and learning outcomes of grade X students in History subjects at MAN 3 Jombang. The background of this study is the low motivation of students to learn due to the use of conventional learning models that tend to make students passive, bored, and less interested. The TGT model is considered an alternative because it can increase students' active involvement in the learning process. This research used a quantitative approach with quasi experiment method. The research samples were students from class X-11, which was the experimental class, and X-15, which was the control class. Data collection techniques included questionnaires, tests, and documentation. Data analysis was done by prerequisite test (normality and homogeneity), Independent Sample t-Test test, and MANOVA test. The results showed that the TGT learning model had a significant effect on learning motivation, with the value of tcount (9.180) > ttable (2.022) and Sig. 0,000 < 0,05. In addition, TGT also has a significant effect on learning outcomes, with tcount (7.979) > ttable (2.022) and Sig. 0,000 < 0,05. Simultaneously, TGT affects student motivation and learning outcomes based on MANOVA test (Sig. 0.000 < 0.05).

Psychomotor skills are a prerequisite for achieving success in learning PAI (Islamic Education), as the outcomes of psychomotor learning are a continuation of cognitive and affective learning outcomes, which become apparent when students exhibit certain behaviors or actions according to the meanings in these two domains in daily life. This study employs a quantitative approach. The aim of this research is to determine whether there is an effect of the Teams Games Tournament (TGT) learning model on students' psychomotor skills in PAI subjects at MAN 1 Pamekasan. The study uses a quantitative approach. Data collection techniques involve using questionnaires to gather information on the TGT learning model and students' psychomotor skills. Data are analyzed using the product-moment correlation formula. The results indicate an effect of the Teams Games Tournament learning model on students' psychomotor skills in PAI subjects at MAN 1 Pamekasan. This is evident from the analysis using the product moment formula, which shows that the product moment "r" value of 0.565 falls between 0.41 and 0.70, with a moderate interpretation. This means there is a moderate effect of the Teams Games Tournament learning model on students' psychomotor skills in PAI subjects at MAN 1 Pamekasan, with a sufficient contribution

The purpose of this study was to analyze the effect of using the Teams Games Tournament (TGT) learning model on student learning outcomes. This research method is a meta-analysis by examining data sources originating from national or international journals published in the last seven years (2014-2021). This research begins with formulating the topic to be studied, then formulating the problem and research objectives, at the next stage collecting relevant articles to collect data. The data was obtained from online journal searches through Google Scholar. The keywords used are "Teams Games Tournament learning model" and "learning outcomes". From the search results there are 20 articles. Data were obtained and reanalyzed using quantitative methods. Based on the results of the analysis of the Teams Games Tournament learning model, it is proven to be able to improve student learning outcomes with significant results after being given treatment, which is 69.93% compared to the results before being given treatment, which is 55.75% so that it increases by 14.18%.

This research is an attempt to describe the increase of interest in Science of students of class VIII at SMP Negeri 2 Colomadu after the application of Teams Games Tournament (TGT) learning model. This research uses Class Action Research (PTK) method which includes planning, action, observation and reflection. The subjects in this study were students of class VIII at SMP Negeri 2 Colomadu, which amounted to 31 students. The object of this study is interest in learning science of students through Teams Games Tournament learning model (TGT). Data is fed by observation, test and documentation. Data analysis using comparative descriptive analysis technique with percentage. The results of this study indicate an increase in learning achievement of science students. This can be seen from the average score of learning achievement of science students also experienced an increase before the action of 68, in the first cycle of 75.5 and on the second cycle of 80.8. In addition, the percentage of students' learning mastery, example before the action of 63%, in the first cycle of 75% and in the second cycle of 94.75%. So it can be concluded that "Active learning model of TGT can improve the learning achievement of science students of class VIII in SMP Negeri 2 Colomadu".

The low interest in learning of students, especially in terms of involvement and interest in learning, is the background of this study. This study aims to determine the effect of the Teams Games Tournament (TGT) learning model on students' interest in learning in the subject of Islamic Religious Education (PAI) in class VIII of SMP Negeri 23 Bandar Lampung. This study uses a quasi-experimental quasi-quantitative technique. The sample consists of two classes, namely the experimental class with the TGT model and the control class with conventional learning. The basic random sampling method can be used with the spin-the-wheel program. With a significance value of the TGT class of 0.04 ± 0.05, the normality test shows from the results of the study that the experimental and control classes are normally distributed. The homogeneity test produces homogeneous data and the results are 0.341> 0.05. Data were obtained through a questionnaire and t-test analysis was carried out. The results showed that students in both classes had slightly different learning interests; Students who studied with the TGT approach showed higher enthusiasm in learning. Thus, the TGT model helps increase junior high school students' curiosity about PAI.

The research aims to determine the influence of the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year. The research hypothesis is that there is a positive influence between the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year Quantitative and descriptive research methods. The population of all class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 academic year who are Protestant Christians is 60 people. This research is population research. The research instrument is a closed questionnaire. The results of data analysis obtained: a) The value of rcount=0.583>rtable=0.254 shows that there is a positive influence between the Team Games Tournament (TGT) learning model and students' interest in learning Christian Religious Education and Character. b) Regression equation. c) The determination test revealed that the magnitude of the effect was 33.99%. d) Hypothesis testing obtained Fcount=29.896>Ftable=3.15 so H0 is rejected and Ha is accepted. The research concluded that there was a positive influence between the Team Games Tournament (TGT) learning model on interest in studying Christian Religious Education and Characteristics of class IV students at SD Negeri 3 Pasar Pangururan for the 2023/2024 Academic Year.

The aims of this study was to explore the effectiveness of the Teams Games Tournament (TGT) learning model in increasing students' cognitive engagement and reducing boredom during classroom learning. Using the Classroom Action Research (CAR) methodology, this study involved 24 female students from class VIII B Regular. Data collection used pre-test and post-test assessments to evaluate learning progress. The intervention followed four procedural stages: planning, action implementation, observation/evaluation, and reflection. Initial findings revealed suboptimal student performance, with only 8.3% achieving the learning mastery standard (mean score: 56.91). After implementing the TGT model in the second cycle, significant improvements were observed. The students' average score increased to 80.25, and 70.83% of students met the learning mastery threshold. These results demonstrate the capacity of the TGT model to stimulate active student participation, encourage cooperative learning, and improve critical thinking skills. This study underscores the importance of implementing a student-centered pedagogical approach to maximize educational outcomes and engagement, especially in a complex subject such as Tajwid Science. This study provides valuable insights for educators seeking to develop interactive and inclusive classroom environments. While the results are promising, further research is recommended to examine the adaptability of the TGT model across different subject areas and student demographics.

This study aims to understand the differentiation in critical thinking skills between students taught using the Teams Games Tournament (TGT) learning model assisted by Wheel of Math and Card Matching, and those taught using a conventional learning model on the topic of linear equation systems in Grade X at PDF Ulya Al-Huda Malikussaleh. The study employs a Quasi-Experimental methodology with the assistance of SPSS 21 software. Data collection techniques involve a test instrument in the form of an essay test consisting of five reliable questions. The hypothesis testing of the posttest results shows a significance score (2-tailed) 0.05, specifically 0.021 0.05. Therefore, H₀ is rejected, indicating that the application of the TGT model has a significant effect on the learning outcomes of tenth-grade students at PDF Ulya Al-Huda Malikussaleh, Reulet Timur.

This research aims to determine the effect of using the Teams Games Tournament (TGT) learning model with boy-boyan games in improving the English learning outcomes of class I students at SDN Rang Perang Laok. This research is quantitative research with the type of research used as Quasi-Experimental Design, Nonequivalent Control Group Design type. Sampling used the Cluster Sampling technique with a population of 34 students consisting of classes IA and IB. Data was collected using observation, interviews, and tests. Trials on test instruments use validity tests, reliability tests, level of difficulty of questions, and distinguishing power. The data analysis used was a prerequisite test using the normality test, homogeneity test, and hypothesis testing using Mann-Whitney. Data collection was carried out through pretest and posttest, as well as learning implementation. Researchers used the Mann-Whitney hypothesis test because in the normality test, the data was not normally distributed, which shows that there is an influence of the Teams Games Tournament (TGT) learning model in improving students' English learning outcomes. The results of the data analysis showed that Asymp.Sig(2-tailed) was 0.000 with a significance level of <0.05. Based on these results, Ho was rejected and Ha was accepted. So it is concluded that there is an influence of the Teams Games Tournament (TGT) learning model with boy-boy games on English learning outcomes at SDN Rang Perang Laok as well as increasing students' activeness, courage, and self-confidence in the learning process.

Mathematics holds a significant role in the world of education and can foster critical thinking, logical reasoning, and problem-solving abilities. However, many students harbor negative perceptions about mathematics, hindering their learning motivation. To minimize these negative attitudes, there is a need for innovative approaches to mathematics instruction that involve active student engagement. The Teams Games Tournament cooperative learning model is one such approach that can be implemented. This research aims to review the literature on the application of the Teams Games Tournament model in enhancing students' learning motivation in mathematics. This research uses a Systematic Literature Review methodology, which entailed searching for relevant research articles through google scholar. The search criteria considered publication year, educational level, learning model, research methods, and the variables investigated. From this process, 16 articles were chosen according to the inclusion and exclusion criteria. The findings of this research indicate that the Teams Games Tournament learning model positively influences students’ motivation to learn mathematics. In conclusion, the Teams Games Tournament learning model can effectively boost students' learning motivation in mathematics, and this model has the potential to be an innovative learning model that can be implemented in educational settings

This study aims to obtain related information on the comparison of student learning outcomes using two cooperative learning models: Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) models in Class XI IPA at SMAN 1 Doloksanggul. The research design employed in this study is a type of quasi-experimental research. It was conducted at SMAN 1 Doloksanggul, Humbang Hasundutan Regency, with a population consisting of all students in Class XI IPA at SMAN 1 Doloksanggul. The samples were selected using a random sampling technique. Data was collected through a learning outcomes instrument, which included pretests and posttests. The results of the comparative study on student learning outcomes using the cooperative learning models of Teams Games Tournament (TGT) and Student Teams Achievement Division (STAD) at SMAN 1 Doloksanggul are as follows: A comparison of the posttest results between experimental Class I and experimental Class II, using the Independent Sample T-test, yielded a Sig value (2-tailed) of 0.008, which is less than 0.05. Therefore, Ho (null hypothesis) is rejected, and Ha (alternative hypothesis) is accepted, indicating a significant difference between the average posttest scores in experimental Class I (using the TGT learning model) and experimental Class II (using the STAD learning model). The TGT learning model demonstrated better student learning outcomes, with an average score of 86.14, compared to the STAD learning model, which had an average learning achievement score of 81.91.

This study aims to determine the effect of the Teams Games Tournament (TGT) learning model assisted by Genially gamification-based media on motivation and learning outcomes of fourth-grade students in an elementary school in Makassar City. The research method used was an experimental design with a nonequivalent control group design. Sampling was done using random sampling techniques, resulting in a sample of 51 students, with 21 students in the experimental group receiving learning through the TGT model assisted by Genially, and 30 students in the control group receiving conventional learning. Data were collected through motivation and learning outcome tests before and after the intervention. Data analysis was conducted using an independent sample t-test to compare learning outcomes between the experimental and control groups before and after the application of the model, and MANOVA to examine the effects on motivation and learning outcomes simultaneously. The results showed a significant difference in the increase in motivation and learning outcomes between the two groups. The experimental group that used the TGT model assisted by Genially showed a more significant increase than the control group in both variables (p < 0.05). These findings confirm that the integration of technology and gamification approaches in learning can enhance student motivation and learning outcomes.

This research is motivated by the low interest of students in learning Civics subjects because students feel bored, fed up with learning carried out using the lecture method so that students are not interested in participating in learning. This study aims to increase the interest of fourth grade students of SDIT Muhammadiyah 01 Kotapinang in Civics subjects by implementing a cooperative learning model of the TGT (Team Games Tournament) type based on liveworksheets. This research is a classroom action research (PTK). The subjects in this study were 15 fourth grade students of SDIT Muhammadiyah 01 Kotapinang. While the object of this research is the application of the TGT (Team Games Tournament) learning model based on liveworksheets media to increase students' interest in learning. This research was conducted in two cycles, each cycle was carried out for two meetings. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The results of the study on the application of the TGT learning model based on liveworksheets in the Civics subject of class IV SDIT Muhammadiyah 01 Kotapinang are that in cycle I, teacher activity was 81.25% in the good category, student activity was 71.25% in the sufficient category and student learning interest was 72.91% in the sufficient category. In cycle II, the results of the application of the TGT model based on liveworksheets increased, teacher activity was 96.25% in the very good category, student activity was 91.25% in the very good category and student learning interest was 92.91% in the very good category. The results of this study indicate that the application of the TGT (Team Games Tournament) type cooperative learning model based on liveworksheets in class IV SDIT in Civics subjects can increase student learning interest.

This study aims to determine the effect of the Team Games Tournament (TGT) learning model on the social studies learning outcomes of fourth-grade students at the UPTD of Public Elementary School 124392 Pematangsiantar. This study employed a quantitative pre-experimental design with a One Group Pretest-Posttest Design. The sample size was 25 students. Data collection techniques used included pretest-posttest and documentation. Data were analyzed using the Shapiro-Wilk normality test and the t-test. The results showed that the average pretest score was 52.96, with a 12% completion rate, which then increased to 82.32, with a 100% completion rate on the posttest. The results of the normality analysis show that the pretest data has a significant value of 0.088>0.05 and the posttest value has a significant value of 0.289>0.05, so the results of the normality analysis have normally distributed data.Based on the results of the hypothesis test, the calculated t value was 12.641 and the t value was 2.064, with a significance level of 0.05. Since the probability of significance is 0.000 <0.05, or the calculated t value > t table, and the results obtained (t count = 12.641 > t table = 2.064), Ho is rejected and Ha is accepted. Therefore, it can be concluded that the Teams Games Tournament (TGT) learning model has an effect on the social studies learning outcomes of fourth-grade students at the UPTD of SD Negeri 124392 Pematangsiantar