PENERAPAN PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA

• Main Author: Rike, Nuraeni (Author)
• Format: Book
• Published: 2018-08-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh rendahnya aktivitas belajar di salah satu sekolah dasar Kecamatan Pasteur Kota Bandung. Hal ini dikarenakan pada proses pembelajaran siswa cenderung pasif dan guru lebih banyak menggunakan metode ceramah. Penelitian ini bertujuan untuk mendeskripsikanpenerapan model pembelajaran Teams Games Tournament (TGT) untuk meningkatkan aktivitas belajar siswa. Penelitian ini dilakukan dengan menggunakan Metode Penelitian Tindakan Kelas Model Kemmis dan Mc Taggart yang terdiri atas perencanaan, pelaksanaan, observasi dan refleksi. Penelitian terdiri dari dua siklus dengan melibatkan 38 siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi, soal evaluasi, catatan lapangan dan dokumentasi,. Data kuantitatif diolah menggunakan statistik persentase. Sedangkan data kualitatif diolah menggunakan langkah reduksi data (data reduction), penyajian data (data display), dan verifikasi (verification). Aktivitas belajar siswa meningkat setelah diterapkannya model teams games tournament (TGT). Hal ini dikarenakan pada siklus II terdapat perbaikan-perbaikan dari hasil refleksi siklus I. Perbaikan tersebut yaitu dengan mengadakan penghargaan dan hukuman untuk menciptakan suasana kelas lebih kondusif.;--- This research was motivated by the low level of learning activities in one of the elementary schools in Pasteur Sub-District, Bandung City. This is because in the learning process students tend to be passive and the teacher uses the lecture method more. This study aims to describe the application of Teams Games Tournament (TGT) learning model to improve student learning activities. This research was carried out using the Kemmis Model and Mc Taggart Classroom Action Research Method consisting of planning, implementation, observation and reflection. The study consisted of two cycles involving 38 students. The instruments used in this study are observation sheets, evaluation questions, field notes and documentation. Quantitative data is processed using percentage statistics. While the qualitative data is processed using data reduction steps, data display, and verification. Student learning activities increased after the implementation of the team games tournament (TGT) model. This is because in the second cycle there are improvements from the results of the reflection of cycle I. The improvement is by holding awards and penalties to create a more conducive classroom atmosphere.

Item Description

http://repository.upi.edu/37729/1/S_PGSD_1401455_Title.pdf
http://repository.upi.edu/37729/2/S_PGSD_1401455_Abstract.pdf
http://repository.upi.edu/37729/3/S_PGSD_1401455_Table_Of_Content.pdf
http://repository.upi.edu/37729/4/S_PGSD_1401455_Chapter1.pdf
http://repository.upi.edu/37729/5/S_PGSD_1401455_Chapter2.pdf
http://repository.upi.edu/37729/6/S_PGSD_1401455_Chapter3.pdf
http://repository.upi.edu/37729/7/S_PGSD_1401455_Chapter4.pdf
http://repository.upi.edu/37729/8/S_PGSD_1401455_Chapter5.pdf
http://repository.upi.edu/37729/9/S_PGSD_1401455_Bibliography.pdf
http://repository.upi.edu/37729/10/S_PGSD_1401455_Appendix.pdf