INTERNATIONAL JOURNAL OF SOCIAL SERVICE AND
RESEARCH |
TEAMS GAME TOURNAMENT (TGT) MODEL INFLUENCE ON STUDENTS'
MATHEMATICS ABILITY THROUGH ONLINE LEARNING ON CLASS VII STUDENTS OF HINAI
JUNIOR HIGH SCHOOL
Zuhri1*, Irwan2, Arsip Perangin-Angin3, Debby Fisela4
STIM Sukma Medan, North Sumatera, Indonesia1
STKIP Budidaya Binjai,
North Sumatera, Indonesia2,3,4
Email: [email protected]*
Abstract
The purpose of this
study was to determine the effect of the Teams Game Tournament (TGT)
cooperative learning model on students' mathematical abilities. This research
was conducted at Public Junior High School 2 Hinai.
The population in this study were all grade VII students of Public Junior High
School 2 Hinai as many as 4 classes with a total
population of 83 students. The sample in this study was class VII A which
consisted of 20 people as the experimental class and class VII B amounted to 20
people as the control class. This type of research is quasi-experimental, the
instrument used to collect data is a test containing 5 questions describing
students' mathematical abilities. The data analysis technique used normality
test, homogeneity, simple linear regression test, linearity, significance and
hypothesis testing. Based on the hypothesis test, it is known that the r count
value is 0.94 with r table 0.45, so r count > r table (0.94 > 0.45),
which means that it accepts Ha, that is, there is an influence of the Teams
Games Tournament (TGT) model on students' mathematical abilities in class VII Public
Junior High School 2 Hinai.
Keywords: Perceived Usefulness,
Intention to Use, Attitute Toward Using
Received 28 October 2022, Revised 12 November 2022, Accepted 28 November 2022
INTRODUCTION
Along
with the rapid development of technology and science which is slowly starting
to shift the lifestyle of school-age children, especially during the covid-19
pandemic like today, children are required to learn via mobile phones (online) (Collins & Halverson, 2018). Not a few of them
prioritize playing online games rather than learning online. Kuntarto in (Handayaningsih et al., 2021)
explains online learning is a learning activity that uses internet technology
where people can learn flexibly and can be done anywhere and anytime without
having to face to face. Currently online provides new experiences for students
and teachers because online learning is more challenging than conventional
learning (Irwan & Hasnawi, 2021).
Therefore,
as a teacher, learning in the classroom must also adapt to the current state of
the students and the teacher should not be careless (Haris & Jihad, 2013). Teachers must
have good teaching strategies so that students can learn effectively (Suryani, 2022). This is in line
with Murtiyasa and Hayuningtyas (2020)
which states that the learning strategies used by the teacher will affect the
activities and creativity of students during learning activities. Students
today need a learning model that can increase the interaction between their
peers through interactive games as learning innovations without leaving the
purpose of learning. By making innovations in online packaged games, students
will interact in real terms and work together as if they were playing
interactive games (Sanjaya & Eka, 2021). In addition, the
learning carried out must be meaningful, namely by involving students in the
learning process and the questions given must also be challenging in terms of
the problems. Learning that presents problems will stimulate students to think
critically (Alfalati & Wibawa, 2020).
On
this occasion the researcher wants to do online learning that is packaged with
a modified game or commonly called the Team Games Tournament (TGT). Team Games
Tournament (TGT) in this learning model students play games with other team
members to get additional points for their team scores (Wilujeng, 2013). Nasrum (2017)
cooperative learning type TGT consists of 5 stages, namely: the stage of class
presentation (class presentation), learning in groups (teams), games (games),
competitions (tournament), and group awards (team recognition). In addition,
cooperative learning TGT also creates an active learning environment in solving
exercises, and discussions among students and teachers (Veloo & Chairhany, 2013).
Observations
in the field are deliberately carried out by researchers in order to obtain
accurate data for the smooth continuity of research as well as to further
prepare learning in class. Based on observations made by researchers and
conversations with mathematics subject teachers for class VII Public
Junior High School 2 Hinai that
students' mathematical abilities are still low in participating in learning and
learning outcomes can still be maximized, this usually happens to students who
if given assignments or homework do not want to carry out these obligations,
even so there are some students who look enthusiastic in participating in the
lessons given by the teacher and there are also students whose learning
outcomes are quite satisfactory because they often get maximum scores. So the
researchers concluded that students' mathematical abilities were low in
participating in mathematics learning in class which resulted in learning
outcomes that were not optimal, this could be seen from students who were less
interested in doing the assignments given by the teacher. Because many of these
students did not understand this mathematics learning.
There
are many solutions that can be used to overcome the problems above. One of them
is cooperative learning which was developed into Team Games Tournament (TGT).
Based on research conducted by many other researchers who have previously
conducted research, it is proven that cooperative learning provides a large
enough role in improving students' mathematical abilities (Rukmi et al., 2020). Moreover, The TGT
cooperative learning model is well applied in learning because it can improve
student learning outcomes (Pongkendek et al., 2019).
METHOD
This
research was conducted at Public Junior High School 2 Hinai, which is located at Jalan Perjuangan, East Peaceful
Village. The time of this research is in March, the odd semester to completion.
The population in this study were all class VII Public Junior High School 2 Hinai
which amounted to 4 classes while the samples were 2 class VII, namely class
VII-A totaling 32 students as the experimental class
and class VII-B totaling 23 students as the control
class. The sampling technique used is purposive sampling, namely taking samples
with certain considerations (Sugiyono, 2019).
This
research is a quasi-experimental type (quasi-experimental) and Randomized Pretest-Posttest Control Group Design (Creswell, 2012). In this design,
there were two groups that were chosen randomly, then given a pretest to find out if there was a difference between the
experimental group and the control group in the initial state. The experimental
class was given treatment, namely the Teams Games Tournament type of
cooperative learning model. While the control class was given treatment, namely
learning mathematics with conventional methods.
This
research procedure consists of two stages, namely the preparation stage and the
implementation stage. The preparation stage consists of three steps, namely: 1)
compiling a research schedule, 2) developing a lesson plan, 3) preparing a data
collection tool. The implementation phase consists of five steps, namely: 1)
random sampling to be used as the experimental class and control class, 2)
giving pretest to both classes which aims to
determine the students' initial abilities, 3) giving treatment to the
experimental class by applying a learning model TGT and conventional learning
models in the control class, 4) giving a posttest to
both classes to determine the increase in understanding of mathematical concepts
after learning with the TGT model, 5) the test results of the two groups are
then compared to see if there are differences in the ability to understand
mathematical concepts of students who are taught by using the TGT model.
Cooperative Type TGT and conventional learning
The
instrument used in this study was a test consisting of pretest
and posttest. Before the test is given to students,
it is first tested by the validator in order to determine the validity,
reliability, level of difficulty and distinguishing power of the test. After
the data is obtained, the data is analysed using certain techniques. The data
analysis technique used in this study is the normality test used to determine
whether the analysed data is normally distributed or not, homogeneity test is
carried out to determine the variance of each class which is normally
distributed, simple linear regression test is used to predict how far the
difference in the value of the dependent variable is, when the value of the
independent variable is manipulated or changed. The significance test is used
to test whether the regression coefficient obtained is significant (mean) or
not. The linearity test was carried out with the null hypothesis (H0) which
stated that the regression was linear against the alternative hypothesis (Ha)
which stated that the regression was non-linear. Hypothesis testing This test
is used to test the hypothesis whether the truth is acceptable or not.
RESULTS
AND DISCUSSION
This research was conducted at Public Junior
High School 2 Hinai which is
located at Jalan Perjuangan,
East Peaceful Village. The population in this study were all class VII Public Junior
High School 2 Hinai which
amounted to 4 classes while the samples were 2 class VII, namely class VII-A
totaling 32 students as the experimental class and class VII-B totaling 23
students as the control class. The purpose of this study was to determine the
effect of the Teams Game Tournament
(TGT) on students' mathematical abilities.
A. Experimental class
Based on the research conducted, the data obtained in the
experimental class are as follows.
Table 1
Pretest and posttest
Pre-test Data |
Post-test Data |
||||
Interval |
experimental class |
Criteria |
Interval |
experimental class |
Criteria |
0≤KAM<29 |
4 |
Low |
0≤KAM<40 |
0 |
Low |
30≤KAM<39 |
11 |
Medium |
41≤KAM<70 |
7 |
Medium |
40≤KAM<50 |
5 |
High |
71≤KAM<100 |
13 |
High |
From the table above, it can be seen that the most pretest scores
obtained in the experimental class were 24 and 20 as many as 4 people. The
purpose of the pretest was to see the initial abilities of the two classes.
Once known, two different treatments were given in terms of the learning
process. class VIIA with the Teams
Games Tournament (TGT) model as the experimental class and class VIIB
with the conventional model as the control class. After the learning process
using the TGT model, the experimental class, namely VIIA, was given a posttest.
The results can be seen in the table above that the highest score in the
experimental class is 48 with 5 people and 100 for 1 person.
B. Control class
Based on the research conducted, the data obtained in the control
class are as follows.
Table 2
Pretest and posttest data for control class
Pre-test Data |
Post-test Data |
||||
Interval |
experimental
class |
Interval |
experimental
class |
Interval |
experimental
class |
0≤KAM<29 |
7 |
Low |
0≤KAM<40 |
4 |
Low |
30≤KAM<39 |
11 |
Medium |
41≤KAM<70 |
12 |
Medium |
40≤KAM<50 |
2 |
High |
71≤KAM<100 |
4 |
High |
From the table above, it can be seen that the highest score in the
pretest in the control class was 28 as many as 7 people. Meanwhile, after being
given the posttest the highest score in the dick class was 92 as many as 2
people.
1. Normality Test
This test is conducted to see whether the data is normally
distributed or not. normality test using the Liliefors
test with the criteria L arithmetic ≤ L table and α = 0.05. If the
criteria are met then the data is normally distributed. The results of the
calculation of the normality test are shown in the following table.
Table 3
Normality test results
Class |
Larithmetic |
Ltable |
criteria |
|
Pre-test |
Post-test |
|||
Experiment |
0,1388 |
0,1609 |
0,19 |
Normal |
Control |
0,1199 |
0,1554 |
0,19 |
Normal |
From the table above, it can be seen that the L arithmetic
for the experimental class for pretest and posttest is 0.1388 and 0.1609, and L
arithmetic for the control class for pretest and posttest are 0.1199 and
0.1554 respectively and the overall L arithmetic 0, 19 so that it
can be concluded that both the experimental class and the control class L
arithmetic ≤ L table , which means
that both classes are normally distributed.
2. Homogeneity Test
This test was carried out with the variance similarity test. It is
said to be homogeneous if F arithmetic ≤ F table with a
significance level of α = 0.05. The results of the
homogeneity test calculation are shown table 4.
Table 4
Homogeneity test results
Class |
F arithmetic |
Ftable |
Criteria |
|
Pre-test |
Post-test |
|||
Experiment |
1,556 |
1,169 |
2,17 |
Homogeneous |
Control |
1,556 |
1,169 |
2,17 |
Homogeneous |
Based on the table above, it can be seen that the calculated pretest and posttest both
experimental and control classes are smaller than F teble (F arithmetic ≤ F table) that it
can be concluded that the two classes are homogeneous.
3. Simple Linear Regression Test
The results of the simple linear regression test are 𝑌̂ = 10.66 + 1.59X
4. Significance Test
The results of the significance test are shown in the following
table
Table 5
significance test results
Source of
Variance |
DK |
JK |
RJK |
F |
Reg (a) |
1 |
19220 |
- |
Farithmetic=16,537 |
Reg (b/a) |
1 |
1163,88 |
1163,88 |
|
Residue |
18 |
1266,837 |
70,379 |
|
Total |
20 |
21650717 |
1234259 |
From the distributive table F obtained F table db numerator 1 and db denominator
= N – 2= 20-2=18 at level α = 0.05 then F table
= Thus it can be seen that F arithmetic > F table i.e.
16.5 > 4.41 then Ho is rejected and it can be concluded that the direction
coefficient of the regression equation is sufficient.
5. Linearity Test
This test is carried out to see if the data can be linear or not.
the following table of linearity test results
Table 6
results of linearity test
Variance sources |
DK |
JK |
RJK |
F |
Tuna
match |
6 |
1,163 |
0,1938 |
F arithmetic = 0,0018 |
Error |
12 |
1268 |
105,66 |
|
Total |
18 |
1269,85 |
105,85 |
By looking at the distribution list F with db
numerator = N – k = 20 - 8 = 12 db denominator = k –
2 = 6 at level α = 0.05 then F table =
Thus it can be seen that F arithmetic < 3.00 so it can be concluded that the equation 𝑌̂ = 241.1+ 1.59X is linear.
6. Hypothesis testing
Ha : There is no effect of the Teams Games tournament
(TGT) model on students' mathematical abilities through online learning in
class VII Public Junior High School 2 Hinai
H0 : There is an influence of the Teams Games
tournament (TGT) model on students' mathematical abilities through online
learning at Grade VII students of Public Junior High School 2 Hinai.
Hypothesis testing in this study used a regression test of the
data on the results of mathematical abilities obtained by students, namely the
data from the pretest and posttest results. The results of calculations using
the regression test are made in the following table.
Table 7
hypothesis test results
r arithmetic |
r teble |
N |
Hypothesis |
Description |
0,94 |
0,45 |
20 |
r arithmetic
> rteble, Ho
accepted |
There is an effect of the Teams Games
tournament (TGT) model on students' mathematical abilities r ≠ 0. |
From table 6, the results of calculations using regression, it is
obtained count = 0.94. Then this value is compared with r table =
0.45 with N-20-2 = 18 and a significant level of 5%. Because r arithmetic > r table, Ho is rejected and Ha is accepted, thus it can be concluded
that there is an influence of the Teams Games tournament (TGT) learning model
on students' mathematical abilities.
CONCLUSION
Based on the results of the research and discussion
that have been stated previously, it can be concluded that there is an effect
of the Teams Games Tournament (TGT) model on the mathematical ability of class
VII Public Junior High School 2 Hinai in the 2021/2022 academic year. This is evidenced by
the researcher based on the calculation of the r arithmetic 0, 94 > t table 0.45 which shows that the Teams Games Tournament (TGT)
learning model on the mathematical ability of the proposed hypothesis is
accepted.
Alfalati, L., & Wibawa, S.
(2020). Upaya Meningkatkan Hasil Belajar Siswa Dengan Penerapan Model
Pembelajaran Curah Pendapat (Brainstorming) Mata Pelajaran Pendidikan
Kewarganegaraan Di Kelas VII MTs. TPI SEI Bamban Kecamatan Batang Serangan. Jurnal
Serunai Pancasila Dan Kewarganegaraan, 9(2), 71–76. Google Scholar
Collins, A., & Halverson, R.
(2018). Rethinking education in the age of technology: The digital
revolution and schooling in America. Teachers College Press. Google Scholar
Creswell, J. W. (2012). Educational
research: Planning conducting and evaluating quantitative and qualitative
research (4th ad.). Boston, MA. Google Scholar
Handayaningsih, R., Hidayanto, E.,
& Qohar, A. (2021). Penerapan Pembelajaran Teams Games and Tournament
Secara Daring untuk Meningkatkan Hasil Belajar dan Keaktifan Siswa. JIPM
(Jurnal Ilmiah Pendidikan Matematika), 10(2), 230–242. Google Scholar
Haris, A., & Jihad, A. (2013).
Evaluasi pembelajaran. In M. Pressindo (Ed.), Achmad Rifa’I dan Chatarina
Tri Anni. 2009, Psikol. Google Scholar
Irwan, I., & Hasnawi, H. (2021).
Analisis model pembelajaran contextual teaching and learning dalam meningkatkan
hasil belajar PPKn di Sekolah Dasar. EDUKATIF: Jurnal Ilmu Pendidikan, 3(1),
235–245. Google Scholar
Murtiyasa, B., & Hayuningtyas, W.
(2020). Pengaruh Strategi Pembelajaran Tipe Kooperatif Dan Kreativitas Siswa
Terhadap Hasil Belajar Matematika. AKSIOMA: Jurnal Program Studi Pendidikan
Matematika, 9(2), 358–368. Google Scholar
Nasrum, A. (2017). Comparative
Study Of Mathematics Learning Students Outcomes Taught By Cooperative Learning
Model Teams Games Tournament Type (Tgt) And Talking Stick Type (Ts). Google Scholar
Pongkendek, J. J., Parlindungan, J.
Y., & Marpaung, D. N. (2019). Effectiveness of the application of team
games tournament cooperative learning model (TGT) to improve learning outcomes
of students of class xi science 1 SMA Frater Makassar in the principal material
of salt hydrolysis. IOP Conference Series: Earth and Environmental Science,
343(1), 12228. Google Scholar
Rukmi, J. N. P., Sulton, S., &
Husna, A. (2020). Efektivitas Model Pembelajaran Team Game Tournament (TGT)
Siswa Sekolah Menengah Atas Pada Materi Sistem Koordinasi. JKTP: Jurnal
Kajian Teknologi Pendidikan, 3(4), 456–465. Google Scholar
Sanjaya, & Eka, K. (2021). Efektivitas
model pembelajaran Teams Games Tournament. Google Scholar
Sugiyono. (2019). Metode
Penelitian Kuantitatif, Kualitatif R&D. Bandung: Alfabeta. Google Scholar
Suryani, T. (2022). Upaya
meningkatkan hasil belajar ppkn menggunakan model pembelajaran kooperatif tipe
teams game tournament (TGT) siswa. Wahana Didaktika: Jurnal Ilmu
Kependidikan, 20(1), 68–81. Google Scholar
Veloo, A., & Chairhany, S.
(2013). Fostering students’ attitudes and achievement in probability using
teams-games-tournaments. Procedia-Social and Behavioral Sciences, 93,
59–64. Elsevier
Wilujeng, S. (2013). Peningkatan
aktivitas dan hasil belajar siswa melalui model teams games tournament (TGT). Journal
of Elementary Education, 2(1). Google Scholar
© 2022 by the authors. Submitted for possible open access
publication under the terms and conditions of the Creative Commons Attribution
(CC BY SA) license (https://creativecommons.org/licenses/by-sa/4.0/).