Efektivitas Penggunaan Metode Active Learning Tipe Team Game Tournament Terhadap Minat dan Prestasi Belajar Siswa
DOI:
https://doi.org/10.36312/jar.v2i1.2130Keywords:
Pembelajaran Aktif, team game tournament, Minat Siswa, Prestasi Akademik, Pendidikan IPAAbstract
Penelitian ini mengkaji efektivitas metode active learning tipe team game tournament dalam meningkatkan minat dan prestasi belajar siswa pada mata pelajaran IPA di tingkat SMP. Desain kuasi-eksperimen digunakan dengan melibatkan 60 siswa kelas VIII dari dua kelas yang berbeda, masing-masing terdiri dari 30 siswa. Kelompok eksperimen diajar menggunakan metode team game tournament selama dua pertemuan, sementara kelompok kontrol menerima pembelajaran STAD. Minat belajar siswa yang ditinjau berdasarkan aktivitas dan antusiame belajar siswa, menunjukkan peningkatan skor minat sebesar 25% pada kelompok eksperimen, dibandingkan dengan peningkatan 5% pada kelompok kontrol. Prestasi akademik diukur menggunakan lima butir soal berbentuk essay, dengan rata-rata nilai post-test kelompok eksperimen sebesar 74,3, jauh lebih tinggi dibandingkan dengan rata-rata 49,7 pada kelompok kontrol. Analisis statistik menggunakan uji-t mengkonfirmasi perbedaan signifikan dalam minat dan prestasi belajar siswa (p < 0,05). Hasil penelitian ini menunjukkan bahwa metode team game tournament secara efektif meningkatkan keterlibatan siswa dan prestasi akademik, menjadikannya strategi pedagogis yang menjanjikan untuk pendidikan IPA. Penelitian lanjutan direkomendasikan untuk mengeksplorasi penerapan metode ini pada mata pelajaran dan tingkat pendidikan lainnya guna memaksimalkan manfaatnya.
The Effectiveness of the Team Game Tournament Active Learning Method on Students' Interest and Academic Achievement
Abstract
This study examines the effectiveness of the Team Game Tournament (TGT) active learning method in enhancing students' interest and academic achievement in science subjects at the junior high school level. A quasi-experimental design was used, involving 60 eighth-grade students from two different classes, each consisting of 30 students. The experimental group was taught using the TGT method for two sessions, while the control group received STAD-based instruction. Student interest, evaluated based on learning activities and enthusiasm, showed a 25% increase in interest scores for the experimental group, compared to a 5% increase in the control group. Academic achievement was measured using five essay questions, with the experimental group’s average post-test score being 74.3, significantly higher than the control group’s average of 49.7. Statistical analysis using a t-test confirmed a significant difference in both interest and academic achievement (p < 0.05). The findings of this study indicate that the TGT method effectively enhances student engagement and academic performance, making it a promising pedagogical strategy for science education. Further research is recommended to explore the application of this method across other subjects and educational levels to maximize its benefits.
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