INCREASING MATHEMATICS LEARNING OUTCOMES THROUGH COOPERATIVE MODEL TYPE TEAMS GAMES TOURNAMENT ASSISTED WITH BINGO MEDIA
Abstract View:
244
PDF downloads:
307
Keywords:
Mathematics Learning Outcomes, Teams Games Tournament, Bingo MediaAbstract
One way to improve students understanding of mathematics is to present mathematics learning in the form of games. The purpose of this study was to determine the increase in mathematics learning outcomes for third grade students at SDN Kedung Peluk 1 due to the application of the TGT type cooperative learning model with bingo media. The data in the study were collected using observation, interview, documentation and test techniques. The research was conducted in 2 cycles with reflection in each cycle. Based on the analysis of the data obtained, the third grade students of SDN Kedung Peluk 1 experienced an increase from cycle 1 to cycle 2. In cycle 1 students obtained an average score of 68, while in cycle 2 obtained an average score of 90. When carrying out learning observations carried out by observer, which proves that the team games tournament (TGT) cooperative learning model is very well applied in learning, so that students experience an increase in learning outcomes and are expected to be used as references for the next teaching and learning process. Thus, it can be concluded that the team games tournament (TGT) cooperative learning model assisted by bingo media is effectively applied during the teaching and learning process.
References
Ali, I. (2021). Pembelajaran Kooperatif (Kooperatif Learning) dalam Pengajaran Pendidikan Agama Islam. Jurnal Mubtadiin, 7(1), 247–264.
Amir, A. (2016). Penggunaan Media Gambar dalam Pembelajaran Matematia. Jurnal Eksakta, 2(1), 34–40.
Astuti, Y. A. (2013). Model Pembelajaran Kooperatif Tipe TGT (Teams Games Tournament) untuk Meningkatkan Prestasi Belajar Sosiologi. Sosialitas: Jurnal Ilmiah Pendidikan Sosiologi-Antropologi, 1–12.
Dwirahayu, G., & Nursida. (2016). Mengembangkan Pembelajaran Matematika Dengan Menggunakan Metode Permainan Untuk Siswa Kelas 1 MI. Jurnal Matematika Dan Pendidikan Matematika, 5(2), 117–138.
Gazali, R. Y. (2016). Pembelajaran Matematika yang Bermakna. Math Didactic: Jurnal Pendidikan Matematika, 2(3), 182–190.
Kholil, M., & Sulfiani, S. (2020). Faktor-Faktor Kesulitan Belajar Matematika Siswa Madrasah Ibtidaiyah Da’watul Falah Kecamatan Tegaldlimo Kabupaten Banyuwangi. Educare: Journal of Primary Education, 1(2), 151–168.
Rahmah, N. (2013). Hakikat Pendidikan Matematika. Al-Khwarizmi, 1(2), 1–10.
Rahmawati, R. (2018). Teams Games Tournament (TGT) sebagai Strategi Mengaktifkan Kelas dengan Mahasiswa yang Mengalami Hambatan Komunikasi. JPK (Jurnal Pendidikan Khusus), 14(2), 70–76.
Sahidin, L., & Jamil, D. (2013). Pengaruh Motivasi Berprestasi dan Persepsi Siswa tentang Cara Guru Mengajar terhadap Hasil Belajar Matematika. Jurnal Pendidikan Matematika, 4(2), 212–223.
Setiawan, H. (2018). Metode Permainan Bingo Matematik pada Materi Operasi Hitung Pecahan terhadap Hasil Belajar Siswa Kelas IV. Jurnal Matematika Dan Pembelajaran, 6(2), 102–110.
Siregar, N. R. (2017). Persepsi siswa pada pelajaran matematika: studi pendahuluan pada siswa yang menyenangi game. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia: Peran Psikologi Perkembangan Dalam Menumbuhkan Humanitas Pada Era Digital, 224–232.
Widhiastuti, R. (2014). Teams Games Tournament (TGT) sebagai Metode untuk Meningkatkan Keaktifan dan Kemampuan Belajar. Jurnal Pendidikan Ekonomi Dinamika Pendidikan, IX(I), 48–56.
