MODEL PEMBELAJARAN KOOPERATIF TIPE TGT UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI PENJUMLAHAN PECAHAN PADA SISWA DI SEKOLAH DASAR

Abstract

Abstrak: Berdasarkan hasil observasi siswa kelas IV menunjukkan bahwa pembelajaran yang dilakukan oleh guru tidak memberikan kesempatan kepada siswa untuk berdiskusi dalam kelompok. Hal ini mengakibatkan rendahnya persentase  ketuntasan hasil belajar materi penjumlahan bilangan pecahan pada siswa kelas IVA Akibatnya hasil belajar siswa menjadi kurang maksimal. Pada penelitian ini, peneliti menawarkan model pembelajaran kooperatif tipe TGT (teams, games, and tournament). Model pembelajaran ini terdiri dari 7 fase dengan ditandai adanya games akademik dan turnamen. Tujuan penelitian ini untuk mendeskripsikan aktivitas guru, aktivitas siswa, dan hasil belajar selama pembelajaran dengan menerapkan model pembelajaran kooperatif tipe TGT (teams, games, and tournament). Penelitian ini merupakan penelitian tindakan kelas yang menggunakan metode deskriptif kuantitatif. Data dalam penelitian ini diperoleh dari hasil observasi aktivitas guru dan aktivitas siswa serta tes hasil belajar materi penjumlahan bilangan pecahan. Penelitian dilaksanakan dua siklus dan setiap siklus terdiri dari dua pertemuan.Hasil penelitian ini menunjukan bahwa dengan menerapkan model pembelajaran kooperatif tipe TGT (teams, games, and tournament) dapat meningkatkan hasil belajar siswa. Pada siklus I ketuntasan klasikal hasil belajar siswa mencapai 47,61% dan mengalami peningkatan pada siklus II menjadi 83,33%. Pada siklus I aktivitas guru mencapai 58,96% sedangkan pada siklus II meningkat menjadi 91,67%. Aktivitas siswa pada siklus I menunjukan persentase sebesar 50,08 % dan pada siklus II naik menjadi 86,9%. Penerapan model pembelajaran kooperatif tipe TGT (teams, games, and tournament) dapat meningkatkan hasil belajar siswa materi penjumlahan bilangan pecahan. Peningkatan aktivitas guru sebesar 32,71%, aktivitas siswa sebesar 36,82%, dan hasil belajar sebesar 35,72%.

Kata kunci: hasil belajar, model pembelajaran kooperatif tipe TGT, penjumlahan pecahan.

Abstract: Based on the observation students fourth grade showed the students who have high academic results do not have a sense of caring for friends to help each other learn the less capable, lack of student activity, both in discussions or other activities that can foster a pattern thought is active, creative, and innovative and low student motivation. Consequently students learning result become less than the maximum. In ths research, researcher offer cooperative learning model TGT type (teams, games, and tournament). This learning model consists of 7 phases with a marked presence of academic games and tournaments.The purpose that want to achieve is to describe teacher activity, students activity, and improve learning result with applying cooperative learning model TGT type (teams, games, and tournament). This research is a class action research that use quantitative descriptive method. Data on this research obtained from teacher activity and student activity observation result, learning test result of fraction summation materials. The data gathered using the instrument of observation and tests. This research consisted of 2 cycles and each cycle consisted of two meetings. The results of this research showed that by applying the cooperative learning model TGT type (teams, games, and tournament) can improve students learning result. The first cycles, classical completenessstudents learning result achieve 47,61% and increased second cycles become 83,33%. The first cycles, teacher activity achieve 58,96% and increased second cycles become 91,67%. The first cycles, classical completenessstudents learning result achieve 47,61% and increased second cycles become 83,33%. The first cycles, teacher activity achieve 58,96% and increased second cycles become 91,67%. Students activity in first cycles shows the percentage 50,08% and second cycles become 86,9%. This reseach can be conclude that application cooperative learning model TGT (teams, games, and tournament) type can improve learning result fractions summation materials. Increased activity of 32.71% of teachers, student activity by 36.82%, and 35.72% of the learning outcomes.

Keywords: learning result, cooperative learning TGT type, fractions summations