<![CDATA[Abstrak. Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran kooperatif tipe Team Games Tournament (TGT) dalam meningkatkan hasil belajar Aqidah Akhlak siswa kelas VII MTs Al-Burhan Kota Bandung. Penelitian dilatarbelakangi oleh rendahnya hasil belajar siswa yang masih berada di bawah Kriteria Ketuntasan Minimal (KKM) akibat dominasi metode ceramah dan rendahnya keterlibatan aktif siswa dalam proses pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment melalui desain Nonequivalent Control Group Design. Sampel penelitian terdiri atas dua kelas, yaitu kelas eksperimen yang menerapkan model TGT dan kelas kontrol yang menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui tes pre-test dan post-test pada ranah kognitif, angket pada ranah afektif, serta observasi pada ranah psikomotorik. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji t. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe TGT efektif meningkatkan hasil belajar siswa. Hal tersebut ditunjukkan oleh peningkatan nilai rata-rata post-test kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol serta hasil uji t yang menunjukkan adanya perbedaan signifikan antara kedua kelas. Model TGT mendorong siswa untuk belajar secara aktif melalui kerja sama kelompok, permainan edukatif, dan turnamen akademik sehingga meningkatkan partisipasi serta pemahaman siswa dalam pembelajaran. Dengan demikian, model pembelajaran kooperatif tipe Team Games Tournament (TGT) efektif digunakan sebagai alternatif strategi pembelajaran untuk meningkatkan hasil belajar Aqidah Akhlak siswa. Abstract. This study aimed to determine the effectiveness of the Team Games Tournament (TGT) cooperative learning model in improving the Aqidah Akhlak learning outcomes of seventh-grade students at MTs Al-Burhan, Bandung City. The study was motivated by students' low learning outcomes, which were still below the Minimum Mastery Criterion (MMC), due to the dominance of the lecture method and the lack of students' active participation in the learning process. This study used a quantitative approach with a quasi-experimental method employing a Nonequivalent Control Group Design. The sample consisted of two classes: an experimental class that applied the TGT learning model and a control class that received conventional instruction. Data were collected through pre-tests and post-tests for the cognitive domain, questionnaires for the affective domain, and observations for the psychomotor domain. The data were analyzed using normality, homogeneity, and t-tests. The results showed that the implementation of the TGT cooperative learning model effectively improved students' learning outcomes. This finding was indicated by the higher post-test mean score of the experimental class compared with the control class, and the t-test results showed a significant difference between the two classes. The TGT model encouraged students to learn actively through group collaboration, educational games, and academic tournaments, thereby increasing their participation and understanding during the learning process. Therefore, the Team Games Tournament (TGT) cooperative learning model proved to be an effective instructional strategy for improving students' Aqidah Akhlak learning outcomes.]]>
