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All Journal PROSIDING SEMINAR NASIONAL Indonesian Journal of Educational Science (IJES)
Farah Dzil Barr
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LITERATURE STUDY: THE PROBLEMATICS IN APPLICATING COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENTS (TGT) AND ALTERNATIVE COMPLETION Farah Dzil Barr
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: PROCEEDING 1ST INSELIDEA INTERNATIONAL SEMINAR ON EDUCATION AND DEVELOPMENT OF ASIA (INseIDEA)
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.161 KB)

Abstract

Various learning models have been applied in teaching and learning activities. However in the practice there are some problems in its application. One of them is cooperative learning model type Teams Games Tournaments (TGT). This research uses literature study method and analysis of various problems of application of cooperative model of TGT type and its solution alternative. The result of this research is step modification / procedure of TGT learning model in the more effective and efficient time.Keywords: Cooperative Learning, TGT Model
Analysis of Teacher Perceptions on Problem-Based Learning to Improve the Mathematical Abilities of Vocational High School Students Muhamad Aris Sunandar; Farah Dzil Barr
Indonesian Journal of Educational Science (IJES) Vol 7 No 2 (2025): Indonesian Journal of Educational Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v7i2.4622

Abstract

This research aims to analyze the perceptions of vocational high school mathematics teachers towards Problem-Based Learning and evaluate the effectiveness of this method in improving students’ mathematical problem-solving abilities. This research is important because mathematical problem-solving skills are essential competencies that support students’ critical and creative thinking skills, yet they remain low in many schools. This research uses a mixed-method approach with a quantitative questionnaire to measure teachers’ perceptions of problem-based learning and qualitative interviews to explore more in-depth information. The participants were 45 vocational high school mathematics teachers in Kendal Regency who were selected using purposive sampling. Data were analyzed descriptively to identify patterns in teachers’ perceptions and to analyze interviews to understand the challenges of implementing the method. The results show that most teachers positively perceive problem-based learning, with 80% agreeing that this skill is essential. However, the main obstacles are the lack of teacher competence in innovative learning strategies and limited facilities. This research recommends continuous training for teachers and the development of problem-based modules to support the successful implementation of problem-based learning.
Co-Authors Muhamad Aris Sunandar