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All Journal Teaching and Learning Journal of Mandalika (Teacher) Science Get Journal
Karmelia Yuanda
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Pengaruh Model Pembelajaran Team Games Tournament (TGT) Tipe Lu Lu Cina Buta Terhadap Hasil Belajar Geografi Siswa Kelas X SMAN 1 Rangsang Barat Kabupaten Kepulauan Meranti Provinsi Riau Ilhan Erdeannda; Lailatur Rahmi; Karmelia Yuanda
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 5 No. 1 (2024)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v5i1.2787

Abstract

This research contributes significantly to understanding the effect of TGT learning model type Lu lu China Blind with PAK-21 principles on student learning outcomes in the context of geography lessons. The quantitative research method with Quasi experimental design provides an in-depth understanding of the positive impact of the application of this learning model. The use of post-test only control group design with two groups, experimental (X1) and control (X2), provides a solid base to evaluate the effectiveness of the learning model. The results of the post-test which showed a higher average score of experimental class students (83.44) compared to the control class (72.62) indicated that the TGT learning model can improve student learning outcomes in geography subjects. The difference in mean scores worth 10.82 provides an overview of the significant advantages of using the TGT learning model in the context of geography learning. Data analysis using t-test provides a strong statistical basis to support this finding, confirming that the application of TGT learning model has a significant positive impact on students' learning outcomes at SMAN Negeri 1 Rangsang Barat. This finding can serve as a basis for recommending the use of TGT learning model of Lu lu Cina Buta type with PAK-21 principle in learning geography in various schools. The results of this study can also be a reference base for further development in designing innovative and effective learning strategies to improve student learning outcomes.
The Effectiveness of Mathematics Learning Through the Application of the Missouri Mathematics Project (MMP) Model in Grade 11 Students at Sman X Ratni Dwita; Azzahra Nugrah; Yutia Nur Asmara; Karmelia Yuanda; Nabila Apri Yendri
Science Journal Get Press Vol 2 No 2 (2025): April, 2025
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/science.v2i2.139

Abstract

Effective mathematics learning demands a well-structured approach that encourages students to actively engage in comprehending mathematical concepts. This study explores the effectiveness of the Missouri Mathematics Project (MMP) learning model in improving the mathematics achievement of 11th-grade students at SMAN (X). A quantitative approach was used, employing a quasi-experimental design in the form of a one-group pretest-posttest design. The sample consisted of 30 students randomly selected from the 11th-grade population. Data collection involved two main instruments: an observation sheet to monitor the implementation of the MMP model, and a test of learning outcomes administered before and after the intervention. The results showed a notable improvement in student performance, with the average pretest score being 56.8 and the average posttest score rising to 81.2. Based on N-Gain analysis, a value of 0.65 was obtained, which is categorized as moderate, indicating a meaningful increase in learning outcomes. A paired sample t-test further confirmed this improvement, with a t-count of 8.32 and a significance level of p = 0.000 (p < 0.05). The implementation of the MMP model was rated highly, with an average score of 3.91 out of 4, falling into the excellent category. Moreover, 93.3% of the students achieved scores above the Minimum Completeness Criteria (KKM = 75), demonstrating individual mastery. These findings indicate that the MMP model is effective in enhancing mathematics learning outcomes. The model's structured nature supports active learning and can serve as a promising alternative teaching strategy in high school mathematics education.
Co-Authors Azzahra Nugrah Ilhan Erdeannda Lailatur Rahmi Nabila Apri Yendri Ratni Dwita Yutia Nur Asmara