The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students
This study aims to improve student learning outcomes on chemistry subjects by applying the Teams Games Tournament (TGT) learning model for tenth-grade students. The method used is classroom action research that is carried out in three cycles, each cycle consisting of two meetings. Techniques of data...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universitas Negeri Semarang
2020-09-01
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| Series: | USEJ: Unnes Science Education Journal |
| Online Access: | https://journal.unnes.ac.id/sju/index.php/usej/article/view/35761 |
| _version_ | 1797810015316213760 |
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| author | Nika Rosa Agustina Ghery Priscylio Fuad Abd Rachman Effendi Effendi |
| author_facet | Nika Rosa Agustina Ghery Priscylio Fuad Abd Rachman Effendi Effendi |
| author_sort | Nika Rosa Agustina |
| collection | DOAJ |
| description | This study aims to improve student learning outcomes on chemistry subjects by applying the Teams Games Tournament (TGT) learning model for tenth-grade students. The method used is classroom action research that is carried out in three cycles, each cycle consisting of two meetings. Techniques of data collecting use the observation sheet and final testing cycle. Observation sheet was used to determine the activity of students and the test to determine student learning outcomes. Based on research, gained mastery learning outcomes of students increased from 45% before treatment (T0) to 55% in the first cycle (T1), 72.5% in the second cycle (T2) and 87.5% in the third cycle. Average student activity within the group at the first cycle of 53.43%, 57.18% for the second cycle and the third cycle of 64.47%. Average student learning outcomes at the first cycle of 70, 55, 72,125 for the second cycle and the third cycle of 74,6. Cooperative learning strategies are effective when the curricular knowledge taught in the school is drawn from all groups by playing. Based on these results, the researchers suggest to teachers who have the same problem in learning can apply learning model Teams Games Tournament (TGT). |
| first_indexed | 2024-03-13T07:01:42Z |
| format | Article |
| id | doaj.art-e67bc2d734a14b1a8d0ee571ca1fefb7 |
| institution | Directory Open Access Journal |
| issn | 2252-6617 |
| language | English |
| last_indexed | 2024-03-13T07:01:42Z |
| publishDate | 2020-09-01 |
| publisher | Universitas Negeri Semarang |
| record_format | Article |
| series | USEJ: Unnes Science Education Journal |
| spelling | doaj.art-e67bc2d734a14b1a8d0ee571ca1fefb72023-06-06T20:00:12ZengUniversitas Negeri SemarangUSEJ: Unnes Science Education Journal2252-66172020-09-0191404710.15294/usej.v9i1.3576135761The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade StudentsNika Rosa Agustina0Ghery Priscylio1Fuad Abd Rachman2Effendi Effendi3Department of Chemical Education, Indonesian University of Education, IndonesiaDepartment of Natural Sciences Education, Indonesian University of Education, IndonesiaChemistry Education Study Program, Sriwijaya University, IndonesiaChemistry Education Study Program, Sriwijaya University, IndonesiaThis study aims to improve student learning outcomes on chemistry subjects by applying the Teams Games Tournament (TGT) learning model for tenth-grade students. The method used is classroom action research that is carried out in three cycles, each cycle consisting of two meetings. Techniques of data collecting use the observation sheet and final testing cycle. Observation sheet was used to determine the activity of students and the test to determine student learning outcomes. Based on research, gained mastery learning outcomes of students increased from 45% before treatment (T0) to 55% in the first cycle (T1), 72.5% in the second cycle (T2) and 87.5% in the third cycle. Average student activity within the group at the first cycle of 53.43%, 57.18% for the second cycle and the third cycle of 64.47%. Average student learning outcomes at the first cycle of 70, 55, 72,125 for the second cycle and the third cycle of 74,6. Cooperative learning strategies are effective when the curricular knowledge taught in the school is drawn from all groups by playing. Based on these results, the researchers suggest to teachers who have the same problem in learning can apply learning model Teams Games Tournament (TGT).https://journal.unnes.ac.id/sju/index.php/usej/article/view/35761 |
| spellingShingle | Nika Rosa Agustina Ghery Priscylio Fuad Abd Rachman Effendi Effendi The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students USEJ: Unnes Science Education Journal |
| title | The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students |
| title_full | The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students |
| title_fullStr | The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students |
| title_full_unstemmed | The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students |
| title_short | The Use of TGT Cooperative Learning for Chemistry Learning on Tenth-Grade Students |
| title_sort | use of tgt cooperative learning for chemistry learning on tenth grade students |
| url | https://journal.unnes.ac.id/sju/index.php/usej/article/view/35761 |
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