Efektivitas Model Pembelajaran TGT Terhadap Hasil Belajar Matematika Siswa Kelas IV

Abstract

This study addresses the low mathematics learning outcomes of fourth-grade
students at SDN Gambut 3, where conventional teaching methods have resulted in
passive participation and limited engagement. To overcome this issue, the Teams
Games Tournament (TGT) learning model was implemented with the aim of
improving teacher activities, student activities, and mathematics learning outcomes.
The research employed a classroom action research (CAR) design with qualitative
and quantitative approaches, conducted over four meetings consisting of planning,
implementation, observation, and reflection. The participants were 14 fourth-grade
students (4 boys and 10 girls). Data were collected through tests and observations,
using test items for learning outcomes and observation sheets for teacher and
student activities. Data analysis involved distribution, frequency, percentage, and
interpretation. Success indicators were defined as individual achievement scores ≥
60 and classical completeness between 65%–80%, with teacher and student
activities reaching at least active/good criteria. The results showed improvements in
teacher activities from cycle I (meeting I = 11, meeting II = 12) to cycle II (meeting I
= 14, meeting II = 16). Student activities also increased, with classical percentages
rising from 50% in cycle I meeting I, 57.2% in meeting II, 64.3% in cycle II meeting
I, and 85.7% in meeting II. These findings indicate that the success indicators were
achieved. In conclusion, the TGT learning model effectively improved mathematics
learning outcomes of fourth-grade students at SDN Gambut 3 in the 2023/2024
academic year.