PENGARUH MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS IV SD NEGERI 2 LATIHAN SPG AMBON PADA MATERI AKU DAN KEBUTUHANKU
DOI:
https://doi.org/10.51878/science.v6i3.11593Keywords:
Team Games Tournament (TGT), Hasil Belajar, IPAS, Sekolah DasarAbstract
The low learning outcomes of students in Natural and Social Science (IPAS) at the elementary school level require innovative instructional solutions. This study aimed to determine the effect of the Teams Games Tournament (TGT) learning model on improving the learning outcomes of fourth-grade students at SD Negeri 2 Latihan SPG Ambon on the topic “Aku dan Kebutuhanku” (My Needs). A quantitative method with a quasi-experimental approach and a pretest-posttest control group design was employed. The sample consisted of 26 students from class IV-B as the experimental group applying the TGT model, and 24 students from class IV-A as the control group applying the discovery learning model. Data were collected using a 20-item multiple-choice test. The results showed that the mean posttest score of the experimental group (70.2) was significantly higher than that of the control group (15.1). The Mann-Whitney test yielded a significance value of 0.002 < 0.05, indicating a significant effect of the TGT model on student learning outcomes. Furthermore, the N-Gain score of the experimental group reached 71.84%, categorized as moderately effective, far exceeding the control group’s 37.74%, categorized as ineffective. It is concluded that the TGT learning model is more effective in improving student learning outcomes compared to the discovery learning model, making it a viable innovative instructional strategy for IPAS in elementary schools.
ABSTRAK
Rendahnya hasil belajar peserta didik pada mata pelajaran IPAS di sekolah dasar menjadi permasalahan yang memerlukan solusi pembelajaran inovatif. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Teams Games Tournament (TGT) terhadap peningkatan hasil belajar siswa kelas IV SD Negeri 2 Latihan SPG Ambon pada materi “Aku dan Kebutuhanku”. Metode yang digunakan adalah kuantitatif dengan pendekatan quasi eksperimen dan desain pretest-posttest control group design. Sampel terdiri dari 26 siswa kelas IV-B sebagai kelompok eksperimen yang menerapkan model TGT, dan 24 siswa kelas IV-A sebagai kelompok kontrol yang menerapkan model discovery learning. Instrumen pengumpulan data berupa tes pilihan ganda sebanyak 20 butir soal. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelompok eksperimen (70,2) jauh lebih tinggi dibandingkan kelompok kontrol (15,1). Uji Mann-Whitney menghasilkan nilai signifikansi 0,002 < 0,05, yang berarti terdapat pengaruh signifikan model TGT terhadap hasil belajar siswa. Selain itu, nilai N-Gain kelompok eksperimen mencapai 71,84% dengan kategori cukup efektif, melampaui kelompok kontrol yang hanya memperoleh 37,74% dengan kategori tidak efektif. Disimpulkan bahwa model pembelajaran TGT lebih efektif meningkatkan hasil belajar siswa dibandingkan model discovery learning, sehingga dapat dijadikan strategi pembelajaran alternatif yang inovatif pada mata pelajaran IPAS di sekolah dasar.
Downloads
References
Affandi, T., Subhanadri, & Habibie, Z. R. (2022). Peningkatan hasil belajar IPAS menggunakan model teams games tournament pada kelas VI di SDN 001 / VIII Sungai Pandan. Master of Pedagogy and Elementary School Learning (Mapels). https://doi.org/10.63461/mapels.v21.207
Aini, I. Q., Alim, R. F., & Firmansyah, Y. (2025). Implementation of Jean Piaget’s cognitive development theory in science learning in elementary schools and its relevance to SDGs 4. Journal on Smart Learning Technologies, 1(2), 77–97. https://journal.unesa.ac.id/index.php/jslt/article/view/46866
Alfatonah, I. N. A., Kisda, Y. V., Septarina, A., Ravika, A., & Jadidah, I. T. (2023). Kesulitan belajar peserta didik pada mata pelajaran IPAS kurikulum merdeka kelas IV. Jurnal Basicedu, 7(6), 3397–3405. https://doi.org/10.31004/basicedu.v7i6.6372
Alotaibi, M. S. (2024). Game-based learning in early childhood education: A systematic review and meta-analysis. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1307881
Astuti, M., Damayanti, A. E., Stavrianoudaki, A., & Peace, O. O. (2024). Improving natural science learning outcomes on natural events material through cooperative learning models of teams games tournament type for class V elementary school students. Indonesian Journal of Education Research (IJoER), 5(2), 43–49. https://doi.org/10.37251/ijoer.v5i2.879
Boke, H., Aygun, Y., Tufekci, S., Yagin, F. H., Canpolat, B., Norman, G., Prieto-González, P., & Ardigò, L. P. (2025). Effects of cooperative learning on students' learning outcomes in physical education: A meta-analysis. Frontiers in Physiology, 13, 1–23. https://doi.org/10.3389/fpsyg.2025.1508808
Efendi, R., Anggrayni, M., & Atlia. (2025). The effect of the teams games tournament type cooperative learning model on science learning outcomes. TOFEDU: The Future of Education Journal, 4(6), 2186–2191. https://doi.org/10.61445/tofedu.v4i6.733
Fadillah, N., Suharyanto, & Untari, P. R. (2024). Efektivitas model pembelajaran kooperatif tipe teams games tournament (TGT) dalam meningkatkan keaktifan siswa: Studi kasus pada mata pelajaran IPAS di sekolah dasar. Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), 5(3), 319–325.
Güngör, F., Altunba?ak, ?., Taylan, A., Metin, A., & Cahit, K. (2026). A second-order meta-analysis on the effects of cooperative learning on students' academic achievement, higher-order thinking, and affective behaviors. Current Psychology, 45. https://doi.org/10.1007/s12144-025-08943-0
Kolway, N. K., Gaite, T., Rahaor, F. M. B., Pattimura, U., Pattimura, U., Info, A., Education, C., & Values, P. (2026). Team games tournament cooperative learning model on the understanding of Pancasila values students at elementary. ETDC: Indonesian Journal of Research and Educational Review, 5(2), 1306–1317. https://doi.org/10.51574/ijrer.v5i2.4852
Mohammed, M., Fatemah, A., & Hassan, L. (2024). Effects of gamification on motivations of elementary school students: An action research field experiment. Simulation & Gaming, 55(4), 600–636. https://doi.org/10.1177/10468781241237389
Ningsih, T. Z., Aman, A., Nasrulloh, A., Ofianto, O., Asri, Z., Judijanto, L., & Firza, F. (2025). Enhancing communication and collaboration skills through discovery, cooperative and problem-based learning models in social studies education. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2500110
Patil, Y. S., Suryawanshi, A. T., Kumbhar, S. G., & Mane, S. S. (2023). Implementation of a team game tournament a collaborative learning method and study of its impact on learners' development. Journal of Engineering Education Transformations, 36(Special Issue), 303–307. https://doi.org/10.16920/jeet/2023/v36is2/23044
Prabawati, P. L. S., Jampel, I. N., & Suma, I. K. (2025). Model pembelajaran kooperatif team games tournament pada pembelajaran IPAS terhadap partisipasi dan hasil belajar. Ideguru: Jurnal Karya Ilmiah Guru, 10(2), 1228–1237. https://doi.org/10.51169/ideguru.v10i2.1838
Ramadillah, D., & Yatri, I. (2024). The influence of team games tournament (TGT) model on the learning outcomes of grade 4 students in Malaka Sari 01 elementary school. Eduvest - Journal of Universal Studies, 4(12), 12157–12170. https://doi.org/10.59188/eduvest.v4i12.1589
Riyanti, R. F., Suranto, Yusof, N., & Febriyanti, A. (2024). Improving learning outcomes and learning motivation of students through teams games tournament learning model (TGT). Jurnal Varidika, 36(1), 1–12. https://doi.org/10.23917/varidika.v36i1.4737
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sa’adah, N., Hermita, N., & Fendrik, M. (2024). Analisis faktor penyebab kesulitan belajar siswa kelas IV SD pada mata pelajaran IPAS dalam kurikulum merdeka. El-Ibtidaiy: Journal of Primary Education, 6(2), 209–216. https://doi.org/10.24014/ejpe.v6i2.23939
Simesso, M. D., Gutu, T. S., & Tarekegn, W. M. (2024). The contribution of using cooperative learning methods on students' achievement and retention in secondary schools during chemistry lesson. Education Research International, 12. https://doi.org/10.1155/2024/1830124
Talkhan, E., Alhubaidah, S., Muthanna, A., & Qadhi, S. (2025). The effect of cooperative learning toward mathematics achievement of primary students: A systematic review using meta-analysis. Social Sciences & Humanities Open, 12, 102247. https://doi.org/10.1016/j.ssaho.2025.102247
Yang, Y., Chen, J., & Zhuang, X. (2025). Self-determination theory and the influence of social support, self-regulated learning, and flow experience on student learning engagement in self-directed. Frontiers in Physiology, 16. https://doi.org/10.3389/fpsyg.2025.1545980
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
