PENGARUH MODEL PEMBELAJARAN KOOPERATIF TGT BERBANTUAN QUESTION CARD TERHADAP KEAKTIFAN BELAJAR SISWA KELAS V SDN 101772 TANJUNG SELAMAT

Abstrak

Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran kooperatif tipe Teams Games Tournament (TGT) berbantuan media Question Card terhadap keaktifan belajar siswa kelas V SDN 101772 Tanjung Selamat pada mata pelajaran Matematika. Metode yang digunakan adalah kuasi eksperimen dengan desain non-equivalent control group design, melibatkan kelas eksperimen (n=15) dan kelas kontrol (n=15). Data dikumpulkan melalui observasi sistematis dan dianalisis menggunakan uji Independent Sample T-Test dengan bantuan SPSS. Hasil analisis menunjukkan adanya perbedaan signifikan antara kedua kelas, di mana rata-rata skor keaktifan belajar kelas eksperimen mencapai 85,33 (kategori sangat aktif), lebih tinggi dibandingkan kelas kontrol yang hanya mencapai 59,83 (kategori cukup aktif). Uji hipotesis menghasilkan nilai signifikansi (2-tailed) sebesar 0,001 < 0,05 sehingga H0 ditolak dan Ha diterima. Uji effect size menghasilkan nilai Cohen's d sebesar 4,758 yang termasuk kategori sangat besar. Dengan demikian, penerapan model pembelajaran TGT berbantuan Question Card memberikan pengaruh yang positif dan signifikan terhadap peningkatan keaktifan belajar siswa, membuktikan bahwa integrasi permainan kompetitif dan media kartu pertanyaan mampu menstimulasi partisipasi verbal dan interaksi siswa secara efektif di kelas.

This study aims to examine the effect of the Teams Games Tournament (TGT) cooperative learning model assisted by Question Cards on the learning activity of fifth-grade students at SDN 101772 Tanjung Selamat in Mathematics. The method used was quasi-experimental with a non-equivalent control group design, involving an experimental class (n=15) and a control class (n=15). Data were collected through systematic observation and analyzed using the Independent Sample T-Test via SPSS. The results showed a significant difference between the two classes, where the average learning activity score in the experimental class reached 85.33 (very active category), significantly higher than the control class at 59.83 (moderately active category). The hypothesis test yielded a significance value (2-tailed) of 0.001 < 0.05, rejecting H0 and accepting Ha. The effect size test produced Cohen's d value of 4,758 (very large category). Thus, the TGT learning model assisted by Question Cards has a positive and significant effect on increasing student learning activity, proving that the integration of competitive games and question card media effectively stimulates verbal participation and student interaction in the classroom.