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This study focuses on examining the effect of using the cooperative learning model type Teams Games Tournament (TGT) assisted by Kahoot in optimizing students’ problem-solving skills. The research method applied was Classroom Action Research (CAR), conducted through several cycles with stages including planning, action implementation, observation, and reflection. The subjects of this study were students of class X.B at SMA Negeri 2 Singaraja. The results of the study indicate a significant improvement in students’ problem-solving abilities after the implementation of the TGT model assisted by Kahoot. In cycle II, the students’ average score reached 88.15, with a learning mastery level of 84.21%. Therefore, it can be concluded that the majority of students had met the minimum learning mastery indicators. In addition, the learning process became more active, interactive, and enjoyable, which increased student engagement in the classroom. In conclusion, the cooperative learning model Teams Games Tournament (TGT) assisted by the Kahoot application has a positive impact on improving students’ problem-solving abilities. Therefore, the use of game-based digital learning models and media is recommended to enhance the quality of both the learning process and learning outcomes.

Learning media is a tool that can be used to help students learn better and more efficiently. The media used in SMP Negeri 23 Pekanbaru is a teacher-centered picture/poster media so that students quickly get bored, and because of the limited media from the school. Most students prefer learning that involves them directly such as the element of games. The learning models used are discovery, PBL, and lecture models, and student learning activities are still lacking or less active in science learning. The purpose of this study is to develop learning media in the form of a cooperative-based snakes and ladders game with the Teams Games Tournament (TGT) type which aims to train student learning activities. The research method used is Research and Development (R&D) by implementing the ADDIE model which consists of five stages, namely Analyze, Design, Development, Implement, and Evaluation. Based on the validation results obtained, media experts were 94% with very feasible criteria, material experts were 92% with very feasible criteria, teachers gave a practicality assessment of 95% with very practical criteria, and students' responses were 85% with very interested criteria. This shows that the snakes and ladders media based on Teams Games Tournament (TGT) is very reasonable, very practical to use, and very interesting for students during the learning process. The results of observations on all student learning activities showed that 79% got a good interpretation.

The mathematics learning outcomes of students at SMP Negeri 3 Bontang on Rational Numbers are still relatively low. Data from the 2019 National Examination (UN) shows an average math score of 46.43, which is in the "poor" category. Summative assessment results indicate that most students have not yet achieved the Learning Objective Achievement Criteria (KKTP). This situation indicates that the learning process tends to be conventional and lacks active student engagement. Therefore, a more innovative learning model is needed, one of which is the Team Games Tournament (TGT), which combines group work, competition, and educational games. This study aims to determine the effect of the TGT learning model on the mathematics learning outcomes of seventh-grade students at SMP Negeri 3 Bontang in the topic of Rational Numbers. This study used a quantitative approach with a quasi-experimental type and a Posttest-Only Control Group Design. The study population was 203 seventh-grade students in the 2024/2025 academic year, with a sample consisting of class VII A as the experimental group (33 students) and class VII F as the control group (34 students), selected through a purposive sampling technique. The research instrument was a five-item essay test. The analysis results showed that the average posttest of the experimental group was 67.848, higher than the control group at 61.794. The Independent Sample t-Test produced a significance value of 0.031 <0.05, so H₀ was rejected. This indicates that the Team Games Tournament (TGT) learning model has a significant effect on improving students' mathematics learning outcomes in the Rational Numbers material.

This study aims to describe the implementation of Indonesian language development through the learning of standard words and the Enhanced Spelling System (EYD) at MTs Sambongjaya. The method used is a descriptive qualitative method, with data collection techniques consisting of observation and documentation. The development activities were carried out by applying the Team Games Tournament (TGT) learning model. The results of the study indicate that the implementation of the TGT model was able to improve students’ motivation and understanding of standard word usage and EYD. Students appeared enthusiastic during the learning process, although some still experienced difficulties in reading and applying correct spelling. The TGT model created a competitive yet collaborative environment that enhanced students’ engagement in learning. Despite the challenges, the model proved effective in fostering students’ awareness of the importance of using proper and correct language. It also encouraged them to be more careful in applying EYD rules, which contributed to their language proficiency. The study concludes that Indonesian language development activities through learning standard words and EYD, supported by the TGT model, can significantly enhance students’ language skills and understanding, thus improving their overall language use in educational settings. This approach can serve as a model for similar educational institutions aiming to enhance language proficiency.

This research was conducted on fourth-grade students of SD Negeri 01 Dagen Karanganyar with the aim of identifying the improvement of critical thinking skills in IPAS learning by applying the Cooperative Learning Model of the Teams Games Tournament (TGT) type during the 2024/2025 academic year. The study involved 25 students, consisting of 16 male students and 9 female students. This research belongs to quantitative research with a One-Group Pre-Test Post-Test Design. The research procedure began with administering a tryout test to determine the number of valid items to be used. The validity test results showed that 20 items met the validity criteria during the tryout. Data analysis was conducted using the One-Sample Shapiro-Wilk test for normality and the Paired Sample T-Test for hypothesis testing. Based on the analysis, the results showed a significance value of < 0.000 with a significance probability of < 0.05. Therefore, the findings are consistent with the hypothesis, namely: “There is an effect of using the Teams Games Tournament (TGT) Learning Model in IPAS learning on the critical thinking skills of fourth-grade students at SD Negeri 01 Dagen Karanganyar in the 2024/2025 academic year.” This indicates that the TGT model can enhance students’ ability to think critically, helping them develop essential skills in problem-solving, analysis, and decision-making, which are crucial for their academic success and future learning processes.

This study aims to determine: 1) whether there are differences in social skills before and after the implementation of the Team Games Tournament (TGT) cooperative learning model and the direct learning model in the science subject for fourth-grade students of SDN X; and 2) how much influence the use of the TGT cooperative learning model has on students' social skills. The background of this study is based on the importance of developing social skills from an early age, especially through a collaborative learning approach that encourages active interaction between students. Social skills are considered essential for students to build collaboration, responsibility, and tolerance in classroom settings. The method used in this study is a quantitative approach with a quasi-experimental design. The research sample consisted of fourth-grade students who were divided into two groups, namely the experimental class that implemented the TGT model and the control class that used direct learning. The research instrument was a social skills test sheet with four main indicators, namely cooperation, communication, responsibility, and tolerance. The cooperative learning model provides opportunities for students to learn not only academically but also socially through structured interaction. The results of the study showed a significant difference in the improvement of social skills between the experimental and control groups. Students in the experimental group experienced greater improvement in social skills, particularly in cooperation and communication. The TGT model has been proven to create a fun learning atmosphere, foster healthy competition, and encourage students to be more active in discussions and group activities. This finding confirms that TGT can be an effective strategy to improve students' social competence in elementary schools. Therefore, it can be concluded that the TGT cooperative learning model has a positive influence on improving students' social skills. This study recommends implementing TGT as an alternative effective learning strategy in science subjects in elementary schools.

This study aims to improve the learning motivation of fourth-grade students of SDN 3 Jambu in Javanese language subjects, especially in Javanese script material, through the implementation of the Teams Games Tournament (TGT) learning model combined with the use of flash cards. The background of this study is the low learning motivation of students as seen from the lack of active participation, low enthusiasm during learning, and lack of interest in the Javanese script material. These conditions have an impact on the achievement of unsatisfactory learning outcomes and an unpleasant learning atmosphere. This type of research is Classroom Action Research (CAR) which is conducted in two cycles. Each cycle consists of four stages, namely planning, implementation of actions, observation, and reflection. The subjects of the study were 20 fourth-grade students. Data collection techniques were carried out using observations of student activities, interviews with teachers and students, documentation of learning activities, and evaluation tests to measure learning outcomes at the end of each cycle. Data analysis was carried out descriptively qualitatively and quantitatively. The results of the study showed a significant increase in student learning motivation after the implementation of the TGT learning model assisted by flash cards. This can be seen from the increasing activeness of students in groups, their enthusiasm in participating in educational games, and the results of learning evaluations that show a positive trend from cycle I to cycle II. The TGT model, which is based on cooperation and healthy competition, creates a more lively and enjoyable learning atmosphere and stimulates active student involvement. Thus, it can be concluded that the implementation of the Teams Games Tournament learning model supported by flashcard media is effective in increasing student motivation and learning outcomes in the Javanese Language subject, Javanese Script material.

Student learning outcomes in Social Studies (IPS) at Class 7H MTsN 1 Kota Kediri were initially low, due to the use of less interactive lecture methods. This led to low student motivation and difficulty in understanding the material. This study aims to improve students' learning outcomes in Social Studies through the application of the cooperative learning model Teams Games Tournament (TGT). The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles. The subjects were 33 students of Class 7H. Data collection techniques included tests, observation, and questionnaires. The results showed an improvement in student learning outcomes across each cycle. The average score increased from 64.84 in the pre-cycle to 79.24 in cycle I, and reached 94.27 in cycle II. The percentage of mastery learning also improved from 3.03% to 81.82%, and finally reached 100%. Therefore, the TGT learning model proved to be effective in improving students’ learning outcomes in Social Studies.

This study aims to improve student learning outcomes in Grade XI ATPH 3 of SMK Negeri 1 Purwosari in the subject of Vocational Expertise Concentration on fertilization elements by implementing the cooperative learning model type Teams Games Tournament (TGT) using the interactive media Bamboozle. This research is a Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observation, and documentation. The results showed that the implementation of the TGT model supported by Bamboozle media improved students’ average scores from 54.55 in the pre-cycle to 72.73 in cycle I and 81.82 in cycle II. The percentage of mastery learning increased from 6% to 39% and then to 82%. The use of TGT combined with Bamboozle was proven effective in enhancing students’ learning outcomes, engagement, and motivation. Thus, this strategy is recommended as an alternative interactive and engaging learning method in vocational subjects at vocational schools.

This study aims to improve the learning outcomes of Social Studies (IPS) for class VIII C students at MTs Negeri 1 Pasuruan through the implementation of the cooperative learning model Teams Games Tournament (TGT) assisted by Educaplay media. The background of this research is based on the low student achievement, with only 06,25% of students scoring ≥70 in the pre-action stage. This research is a Classroom Action Research (CAR) conducted in three cycles, each consisting of planning, implementation, observation, and reflection stages. Each cycle included two meetings. The results showed a gradual improvement in student learning outcomes: 46,88% in the first cycle, 59,38% in the second cycle, and 78,12% in the third cycle. This increase was due to improvements in teaching strategies, including engaging introductory activities, contextualizing materials with students’ surroundings, and group-based reward systems. The implications of this study indicate that the TGT model assisted by Educaplay successfully fosters an active, enjoyable, and competitive learning environment, which positively impacts students’ academic performance. This model can serve as an effective alternative teaching strategy for teachers seeking to enhance student engagement and achievement in the classroom.

This research analyzes the efforts of Akidah Akhlak teachers in reducing smartphone addiction through classical guidance services in Islamic religious education (PAI) learning at MTsN 3 Magetan. The method used was qualitative observational, with data obtained through interviews, observation, and documentation. The results show that classical guidance methods such as Team Game Tournament (TGT), Student Teams Achievement Division (STAD), and Jigsaw were effective in fostering student engagement and reducing smartphone use during class. Supporting factors include school regulations, teacher-parent collaboration, and interactive learning environments, though external environmental influences remain a challenge.    

This study aims to improve the skills of third-grade elementary school students in learning the concept of measuring length and weight through the Team Games Tournament (TGT) learning model. The research method used is classroom action research (CAR) based on the Kemmis and McTaggart model, which involves four stages: planning, acting, observing, and reflecting. The study was conducted with 24 students from class III B at UPT SDN Latsari Tuban. Data collection techniques included observation, tests, and interviews. The research results show that the implementation of the TGT learning model can enhance students' understanding of the concepts of length and weight measurement. In addition, there was an increase in students' learning activity and motivation during mathematics lessons. Students became more enthusiastic, cooperative, and engaged in group activities, which contributed to better mastery of the material. Based on these findings, the TGT learning model is proven to be effective in improving mathematics learning outcomes, especially in the topic of Length and Weight Measurement for third-grade elementary school students.

This study aims to determine the effect of Teams Games Tournament (TGT) learning model on the motivation and learning outcomes of grade X students in History subjects at MAN 3 Jombang. The background of this study is the low motivation of students to learn due to the use of conventional learning models that tend to make students passive, bored, and less interested. The TGT model is considered an alternative because it can increase students' active involvement in the learning process. This research used a quantitative approach with quasi experiment method. The research samples were students from class X-11, which was the experimental class, and X-15, which was the control class. Data collection techniques included questionnaires, tests, and documentation. Data analysis was done by prerequisite test (normality and homogeneity), Independent Sample t-Test test, and MANOVA test. The results showed that the TGT learning model had a significant effect on learning motivation, with the value of tcount (9.180) > ttable (2.022) and Sig. 0,000 < 0,05. In addition, TGT also has a significant effect on learning outcomes, with tcount (7.979) > ttable (2.022) and Sig. 0,000 < 0,05. Simultaneously, TGT affects student motivation and learning outcomes based on MANOVA test (Sig. 0.000 < 0.05).    

This study explores the implementation of Lesson Study within the teaching practicum (PPL) program to enhance student engagement, learning outcomes, and the teaching competencies of pre-service teachers. Employing a Classroom Action Research (CAR) approach, the research was conducted in three cycles involving second-grade students at UPT SD Negeri Latsari. Each cycle consisted of the Lesson Study stages: planning, execution, and reflection. The findings indicate significant improvements in all targeted areas. Student engagement showed a steady increase, starting from 63% in Cycle 1 and reaching 91% in Cycle 3, supported by interactive strategies such as group worksheets, flipbook media, and the Team Games Tournament (TGT) model. Correspondingly, learning outcomes improved, with average test scores rising from 68.2 in Cycle 1 to 83.7 in Cycle 3. Furthermore, pre-service teachers demonstrated notable development in key teaching competencies, particularly in lesson planning, classroom management, and reflective practices. Overall, the study underscores the effectiveness of Lesson Study in promoting collaborative teaching practices, improving the quality of instruction, and fostering professional growth among pre-service teachers. The integration of innovative and interactive learning strategies within the Lesson Study framework contributed significantly to creating a more engaging and impactful learning environment for students.

The low level of student learning activity is often found in school learning activities, which has an impact on poor learning outcomes. This study aims to examine the significant comparison of learning activities and physics learning outcomes of vocational high school students using the cooperative learning models STAD (Student Teams Achievement Division) and TGT (Teams Games Tournament), as well as to describe student responses after the implementation of both models on the topic of energy and its changes. This research is a true experimental study with a posttest-only control group design. The population in this study consisted of 186 students, and the sample was determined using a cluster random sampling technique. Data collection methods included observation, tests, questionnaires, interviews, and documentation. The classical assumption test used was the normality test, followed by statistical analyses using the Independent Sample T-test and the Mann-Whitney U-test. The results of the analysis of student learning activity data using the Independent Sample T-test showed a Sig. (2-tailed) value of 0.699 > 0.05, while the analysis of learning outcome data using the Mann-Whitney U-test showed a Sig. (2-tailed) value of 0.806 > 0.05. These results indicate that there is no significant difference between the two learning models in terms of their effect on student learning activities and physics learning outcomes. In addition, the analysis of student responses showed that the implementation of the STAD and TGT models received a very good response. Thus, it can be concluded that while there is no significant difference between the two models, both are effective in generating student interest and positive engagement in learning physics.

This research aims to investigate the effect of cooperative learning model Team Games Tournament (TGT) with Educaplay media on science learning outcomes of fifth-grade students at SDN 060970 Bagan Deli. The study employed a quantitative method with a Quasi-Experimental design using pretest and posttest with non-equivalent control-group design. The research subjects were 56 fifth-grade students at SDN 060970 Bagan Deli, selected through purposive sampling technique. Based on the research results, the data analysis showed a significance value (2-tailed) of 0.000 < 0.05. The hypothesis was accepted based on the t-test where t-hitung = 4.524 > t-tabel = 1.673, resulting in the rejection of H0 and acceptance of Ha. The mean score in the control class was 70.53, while the experimental class achieved a mean score of 80.36. The effect size calculation using Cohen's d formula yielded a value of 1.206, which is interpreted as a large effect size. Therefore, it can be concluded that the cooperative learning model TGT with Educaplay media has a significant effect on improving the learning outcomes of fifth-grade students at SDN 060970 Bagan Deli.

Learning interest is one of the key factors influencing students' success in understanding a subject. In reality, many students struggle to engage with Natural Science (IPA) lessons due to less interactive and conventional teaching methods. The Team Games Tournament (TGT) cooperative learning model is an approach that can be used to enhance students' interest in learning through engaging games and academic competitions.This study aims to increase the learning interest of third-grade students at SD GMIT Nenu in Natural Science (IPA) by implementing the TGT method. The research employs a Classroom Action Research (CAR) method, conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 16 third-grade students at SD GMIT Nenu in the 2022/2023 academic year. Data collection techniques included observations, learning interest questionnaires, interviews, and learning outcome tests. The collected data were analyzed using qualitative and quantitative descriptive techniques.The results indicate that the implementation of the TGT method significantly increased students' learning interest. Before the intervention, only 45% of students demonstrated a high interest in learning, with an average test score of 65.0. After applying the TGT method in the first cycle, learning interest increased to 75%, and the average student score improved to 80.5. In the second cycle, students' learning interest reached 93.75%, with an average score rising to 98.12. These findings demonstrate that the TGT method makes learning more engaging, fosters student interaction, and helps them understand scientific concepts more effectively.Based on these findings, it can be concluded that the TGT cooperative learning method is effective in enhancing elementary school students' learning interest. Teachers are encouraged to adopt this method for teaching Natural Science or other subjects that require active student participation. Furthermore, future research can be conducted to explore the effectiveness of this method in higher education levels and in different classroom settings.

Learning that lacks variety makes students less enthusiastic in learning activities which results in low motivation to learn in students. Therefore, the researcher applied Kahoot learning media to increase the learning motivation of grade V students of SD Negeri Rejomulyo in the science and science subjects for the 2024/2025 school year. This research aims to increase students' learning motivation through the use of word wall media. The research method used is Classroom Action Research (CAR) which consists of 2 cycles. There are 4 stages in each cycle, namely: Planning, Implementation, Observation, Reflection. The results of the study show that the application of Kahoot media has an impact on the change in attitude that occurs in students after applying learning with Kahoot media. The results of the research obtained were that the learning motivation of students in cycle 1 was 47% in the high category, in cycle II it increased to 93.47% in the very high category. The conclusion of this study is that the use of Kahoot media can increase students' learning motivation in learning social studies in grade V of SD Negeri Rejomulyo.

This study aims to determine the effectiveness of applying the cooperative learning model of the TGT type with the aid of Educaplay in improving students' learning outcomes in the IPAS subject. This Classroom Action Research (CAR) was conducted at SDN Jajar Tunggal III Surabaya. The learning outcomes of the IPAS topic on Diseases Affecting the Musculoskeletal System during the pre-cycle, cycle I, and cycle II showed a significant improvement. In the pre-cycle, the mastery achieved was only 29%, with 8 students reaching mastery and 20 students not yet achieving it. In cycle I, the percentage of students reaching mastery rose to 61%, with 17 students achieving mastery and 11 students still not reaching it. In cycle II, the percentage of students achieving mastery soared to 86%. These data indicate that both cycles successfully improved students' learning outcomes by applying the TGT cooperative learning model with the help of Educaplay.

This study aimed to determine whether the implementation of the Teams Game Tournament (TGT) can improve students’ writing abilities in learning English of second grade students in SMP Negeri 7 Padang. The population was second grade students in SMP Negeri 7 Padang. The sample of this research was 33 students of VIII.5 class. This type of research was quantitative. The method used was a pre-experimental design, with one group pre-test and post-test. The result of the data showed that the average students score on the post-test was (89,45) higher that the average score on the pre-test (60.24). From the t-test, the study showed that the t-test value (11,54) is higher that t-table (1,697) at a significance level of 0,05 with degree freedom (df) = 32. This result meant that there was a significant difference. This indicated that the alternative hypothesis (H1) was accepted and the nul hypothesis (H0) was rejected. Hence, it can be concluded that the implementation of Teams Game Tournament (TGT) significantly improve students’ writing ability.