PENGARUH MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR SISWA KELAS X SMA

Keisya Latifa Hanum, NIM.: 22104050005 (2026) PENGARUH MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR SISWA KELAS X SMA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Physics learning that still applies the lecture method causes students’ involvement in the learning process to be less optimal. Some students tend to pay less attention to the teacher’s explanation, which affects their learning outcomes. This study aims to determine the effect of implementing the Team Games Tournament (TGT) learning model on the learning outcomes of tenth-grade students on the topic of global warming, including cognitive and affective aspects. This study employed a quantitative approach using a pre-experimental design with a one group pretest-posttest design. The research subjects consisted of 26 students selected using the purposive sampling technique. Data were collected through tests, observations, and questionnaires. Cognitive learning outcomes were obtained through pre-test and post-test scores, which were then analyzed using the Wilcoxon test, N-Gain, and effect size. Meanwhile, affective learning outcomes were obtained through observations during the learning process and student questionnaires regarding the implementation of the Team Games Tournament (TGT) learning model. The results showed that the average pre-test score of 74.10 increased to 85.38 in the post-test. The Wilcoxon test obtained a significance value of 0.001, indicating a difference in learning outcomes before and after the implementation of the Team Games Tournament (TGT) learning model. The N-Gain value of 0.351 was categorized as moderate, while the effect size value of 0.99 indicated a large effect. In addition, the observation and questionnaire results showed an improvement in students’ affective aspects during the learning process. Based on these results, the implementation of the Team Games Tournament (TGT) learning model can improve students’ learning outcomes and encourage students to be more active and collaborative in physics learning.

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