<![CDATA[Penggunaan metode yang kurang tepat dapat menimbulkan kebosanan, sehingga siswa tidak termotivasi untuk belajar dan masih rendahnya hasil belajar IPS disebabkan oleh masih dominannya skill menghafal daripada skill memproses pemahaman sendiri. Adapun tujuan penelitian tindakan kelas untuk mengetahui bagaimana penerapan model pembelajaran kooperatif tipe TGT (Teams Games Tournament) dapat meningkatkan motivasi dan hasil belajar IPS siswa kelas VIIIB SMP Negeri 26 Purworejo. Penelitian ini dilaksanakan dalam 2 siklus, tiap siklus terbagi dalam 4 kali pertemuan dan masing-masing siklusnya terdiri dari tahap perencanaan, pelaksanaan, observasi dan refleksi. Dari hasil angket motivasi siklus I kepada 28 siswa diperoleh 21 siswa (75%) sangat termotivasi. Sedangkan pada siklus II diperoleh hasil 25 (89%) sangat termotivasi. Dari hasil postest siklus I dengan nilai KKM 74, yang tuntas sebanyak 57,1 % (16) siswa dan belum tuntas 12 siswa atau 42,9 %. Sedangkan hasil dari postest siklus II ada peningkatan, bahwa siswa yang mendapat nilai tuntas adalah 24 siswa (85,7%), dan belum tuntas 4 siswa (14,3%). Berdasarkan data siklus I dan siklus II sangat signifikan adanya kepuasan siswa terhadap pembelajaran kooperatiftipe TGT. The application of learning TGT to improve motivation and social result learning students of junior high school AbstractThe use of inappropriate methods can lead to boredom, and still low in Social learning results are caused by the still dominant skills of memorizing skills rather than processing their own understanding of a material.The aim of classroom action research is to know in two cycles how the application of cooperative learning model type TGT (Teams Games Tournament) can improve the motivation and learning 28 the students of outcomes IPS class VIIIB SMP Negeri 26 Purworejo.. This study was conducted with 2 cycles, each cycles is divided into four (4) consisting of planning, implementation, observation and reflection. From the result of motivation questionnaire in the first cycle to 28 students, 21 students (75%) were highly motivated. While in the second cycle obtained the results of the questionnaire of motivation 25 (89%) have been highly motivated. From posttest in cycle I with KKM score 74, is 57,1% (16 students) and got score below is 12 student (42, 9%). While the results of postest cycle II, It is proved that the students who got the complete score is 24 students (85,7%), and the unfinished 4 students (14,3%). Based on the data of motivation and learning result from cycle I and cycle II are very significant and There is students' satisfaction on cooperativelearningTGT type.]]>
