Effect of Cooperative Learning Model Type Team Game Tournament (Tgt) on Cross-Cultural Skills in Learning Science Social Knowledge in Primary School

Abstract

The purpose of this research is to know the influence of cooperative model of game tournment team (TGT) type to cross cultural skill in IPS learning in fourth grade of SD Negeri Talaga kulon I. The method used in this research is pre experiment with one group pretest-posttest research design with instrument is a checklist observation system guidance. The result of this research is TGT type co-operative model have an effect on the improvement of cross cultural skills of elementary school students of Talaga Kulon I. This is seen from the comparison of pretest and posttest score and statistical test showing improvement especially on indicators "Harnessing social and cultural differences to work together effectively".

IPAS Implementation in Elementary Schools: How Teachers Build Student Understanding

“…Cooperative learning (NHT) can boost student learning outcomes in social studies class IV at the elementary school level (Anse & Ilham, 2018). The social benefits of collaborative learning are a separate result of group work rather than being a prerequisite or direct consequence of successful activity, but early training in group skills can serve to enhance these benefits (Tolmie et al, 2010); at Talaga Kulon I Elementary School the cooperative model of the TGT type affects increasing students' cross-cultural skills, this can be seen from the comparison of pre-test, and post-test scores and statistical tests showing an increase, especially in the indicator "Utilizing social and cultural differences to work together effectively" (Rahayu & Nugraha, 2018) and Genç, (2016) said that according to their research findings, it was determined that the activities were structured appropriately for cooperative learning and were organized taking into account the basic principles of cooperative learning, one student stated that these activities were suitable for cooperative learning high level. Teachers also use the same thing to teach students in science subjects, as shown by the teacher's explanation.…”

Pengaruh Model Pembelajaran Kooperatif Tipe Team Game Tournament Berbantuan Media Monopoli Hidrosfer Terhadap Hasil Belajar Siswa Kelas v Sekolah Dasar

“…Keterlibatan siswa secara aktif dalam proses belajar mengajar tentu saja dapat menciptakan kondisi belajar menjadi lebih menyenangkan (Solihah, 2016). Dalam pembelajaran ini guru hanya sebagai fasilitator dan pembimbing, dengan menggunakan model ini siswa diajak untuk lebih banyak berinteraksi dengan siswa lainnya (Rahayu & Nugraha, 2018) . Model pembelajaran kooperatif tipe team game tournament merupakan model pembelajaran kooperatif yang menempatkan siswa dalam kelompok-kelompok kecil yang bersifat heterogen dan setiap siswa berperan aktif dalam pembelajaran yang dikemas dalam bentuk turnamen akademik untuk memperoleh skor (A'yuningsih, suardana and suwenten, 2017).…”

The Effect of the Project-Based Learning Model on Students’ Resilience During the Pandemic Covid-19

“…Treatment Posttest T1 X T2 (Rahayu & Nugraha, 2018) Explanation of the steps of the research using one group pretest-posttest design by table 1 is as follows carry out the pretest (T1) to see the initial ability before being given treatment. In this study, the ability to question is student resilience, provide treatment (X) which in this study is learning by using an online-based project-based learning model to increase student resilience, and carry out the posttest (T2) by looking at the final ability of the student resilience after being given treatment in the form of learning using an online-based project-based learning model.…”