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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Wina Mustikaati
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Penerapan Model Kooperatif Tipe Team Games Tournament (TGT) Berbantuan Media Scratch Terhadap Literasi Sains Siswa Sekolah Dasar Tria Kurnia Sari; Afridha Laily Alindra; Wina Mustikaati
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 4 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, November 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i4.6597

Abstract

This research is based on the low scientific literacy skills of elementary school students, which are influenced by conventional learning practices and limited use of interactive learning media. This study aims to determine the effect of the cooperative Team Games Tournament (TGT) model assisted by Scratch media on the scientific literacy skills of fourth-grade elementary school students. The study used a quantitative approach with a quasi-experimental method and a Nonequivalent Control Group Design. The sample consisted of 50 fourth-grade students at SDN Ekologi Kahuripan Padjajaran, Purwakarta Regency, with 25 students in the experimental class and 25 students in the control class. Data were collected through scientific literacy tests, observation, and documentation. The experimental class received the TGT model assisted by Scratch media, while the control class received the cooperative Student Teams Achievement Divisions (STAD) model assisted by PowerPoint (PPT). The N-Gain was 0.5120 in the experimental class and 0.3150 in the control class. The independent samples t-test showed a significant difference in N-Gain between the two groups (p = 0.004 < 0.05). Observation and documentation were used to record the implementation of learning activities and support the interpretation of the quantitative findings. These results indicate higher scientific-literacy improvement in the experimental class than in the control class in the studied sample.
Co-Authors Afridha Laily Alindra Tria Kurnia Sari