Elevating Social Sciences Learning Outcomes: TGT Type Cooperative Learning Model

Jurnal Ilmiah Sekolah Dasar Volume 6, Number 4, 2022 pp. 620-626 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://doi.org/10.23887/jisd.v6i4.54046 Elevating Social Sciences Learning Outcomes: TGT Type Cooperative Learning Model Amir Pada1*, Faizal Amir2 1 Universitas 2 Universitas Negeri Makassar, Makassar, Indonesia Negeri Sulawesi Barat, Majene, Indonesia ARTICLE INFO ABSTRAK Article history: Received October 02, 2022 Accepted November 10, 2022 Available online November 25, 2022 Guru dituntut untuk dapat menguasai model pembelajaran yang tepat dalam menciptakan situasi belajar yang kondusif dan menyenangkan agar siswa dapat terlibat aktif dalam menemukan dan menggali pengetahuannya. Model TGT merupakan salah satu jenis model pembelajaran kooperatif yang mengkolaborasikan tiga kegiatan utama yaitu pembelajaran kelompok, permainan, dan pertandingan antar kelompok untuk mencapai tujuan pembelajaran. Tujuan penelitian adalah menganalisis hasil belajar siswa sebelum dan sesudah penerapan model TGT serta mengetahui pengaruh penggunaan model TGT terhadap hasil belajar IPS. Penelitian ini merupakan penelitian kuantitatif dengan jenis eksperimen. Maka desain penelitian yang digunakan adalah quasi eksperimen design dengan non-equivalent control group design. Pengambilan sampel dalam penelitian ini menggunakan purposive sampling yang terdiri dari 20 siswa pada masing-masing kelas eksperimen dan kontrol. Data yang dibutuhkan, menggunakan teknik pengumpulan data yaitu tes dan dokumentasi. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa hasil belajar IPS meningkat setelah diberikan perlakuan berupa penggunaan model TGT dan ketuntasan belajar yang diperoleh relatif tinggi serta terdapat pengaruh penerapan model pembelajaran kooperatif TGT terhadap hasil belajar siswa. Sehingga dengan adanya penelitian ini diharapkan dapat menambah wawasan dan keterampilan sehingga dapat update dalam mengembangkan penelitian ini sehingga dapat bermanfaat bagi peningkatan kualitas pendidikan di Indonesia. Kata Kunci: IPS, TGT, Hasil Belajar Keywords: Social Sciences, TGT, Learning Outcomes This is an open access article under the CC BY-SA license. Copyright © 2022 by Author. Published by Universitas Pendidikan Ganesha. ABSTRACT Teachers are required to be able to master the right learning model in creating a conducive and enjoyable learning situation in order to enable students to be actively involved in discovering and exploring their knowledge. The TGT model is a type of cooperative learning model that collaborate three main activities, namely group learning, games, and matches between groups to achieve learning goals. The purpose of the research is to analyses student learning outcomes before and after the application of the TGT model and to find out the effect of using the TGT model on social studies learning outcomes. This research is quantitative research with the type of experiment. So the research design used is a quasi-experimental design with a non-equivalent control group design. Sampling in this study used purposive sampling, consisting of 20 students in each experimental and control class. The data needed, using data collection techniques, namely tests and documentation. The data analysis techniques used are descriptive statistical analysis and inferential statistical analysis. The results showed that social studies learning outcomes increased after being given treatment in the form of using the TGT model and the learning mastery obtained was relatively high and there was an effect of applying the TGT cooperative learning model to student learning outcomes. So that with this research it is hoped that they can broaden their knowledge and skills so that they can update in developing this research so that it can be useful for improving the quality of education in Indonesia. 1. INTRODUCTION Social studies learning is one of the fields of study studied by students at every level of education. This learning is very important to learn as a provision for students before entering the order of social life Corresponding author *E-mail addresses: (Amir Pada) Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 4, Tahun 2022, pp. 620-626 621 (Adya Winata et al., 2021; Darma Putra & Sujana, 2020). Various social science disciplines, such as astronomy, sociology, economics, politics, history, and anthropology (Achilleos et al., 2019; Guo et al., 2018). So with this learning, teaching and learning activities built by teachers emphasize mastery and application of concepts by developing critical, creative, analytical, and active thinking skills in digging up information related to learning materials and applying them in people's lives (Fagard et al., 2016; Setiawan & Mulyati, 2020). It is explained based on the Regulation of the Minister of National Education (Permendiknas) Number 22 of 2006, concerning the objectives of learning social studies at the elementary school level namely developing concepts related to people's lives and their environment (Alabaş, 2018; Darma Putra & Sujana, 2020). So that the learning objectives of the social studies field of study can be achieved, a teacher should be required to be able to master the learning material and choose the right learning method or model as well as create a conducive and fun learning situation, thus enabling students to be actively involved in discovering and exploring their knowledge (Adya Winata et al., 2021; Hermens et al., 2017; Njui, 2017). However, based on observation at SD Negeri 04 Pangkajene, information was obtained that social studies learning activities carried out by teachers at the school still often used conventional methods, namely the lecture method which refers to teacher-centered learning. Then, based on the results of interviews with fifth-grade teachers at SD Negeri 4 Pangkajene, information was obtained that the Teams Games Tournament (TGT) learning model had never been applied to social studies learning. Seeing these problems, using the TGT model is expected to be a solution. This is because the Teams Games Tournament (TGT) model is a type of cooperative learning model that collaborates three main activities, namely group learning (Teams), Games (Games), and matches between groups (Tournament) to achieve learning objectives. TGT is a model that involves the activities of all students which include religious, nationalist, independece, cooperation, and integrity without having to have status differences, involving the role of students as peer tutors by containing elements of the game (Baydar, 2020; Rahayuni et al., 2020). So that this model, if applied, can increase students' motivation and creativity in participating in classroom learning and interaction can occur in groups so that students accept group members who have different knowledge and can learn to accept different opinions (In’am & Sutrisno, 2020; Sukasih, 2018). (...truncated)