<![CDATA[Penelitian ini bertujuan meningkatkan hasil belajar matematika pada materi perkalian melalui penerapan model pembelajaran kooperatif tipe Team Games Tournament (TGT) berbantuan media papan perkalian pada siswa kelas III SDN Karangtanjung. Permasalahan penelitian dilatarbelakangi oleh rendahnya pemahaman siswa terhadap konsep perkalian dan rendahnya ketuntasan belajar klasikal. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus yang meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 28 siswa. Data dikumpulkan melalui observasi aktivitas guru dan siswa, wawancara, serta tes hasil belajar. Hasil penelitian menunjukkan peningkatan signifikan dari siklus I ke siklus II. Ketuntasan belajar meningkat dari 54% menjadi 86%, rata-rata nilai siswa meningkat dari 70 menjadi 82, aktivitas guru meningkat dari 78,41% menjadi 94,32%, dan aktivitas siswa meningkat dari 77% menjadi 96%. Temuan ini menunjukkan bahwa penerapan model TGT berbantuan media papan perkalian efektif meningkatkan pemahaman konsep perkalian dan keterlibatan belajar siswa.This study aims to improve mathematics learning outcomes in multiplication through the application of the Team Games Tournament (TGT) cooperative learning model assisted by a multiplication board for third-grade students of SDN Karangtanjung. The research problem is motivated by students' low understanding of the concept of multiplication and low classical learning mastery. The study used the Classroom Action Research approach of the Kemmis and McTaggart model which was implemented in two cycles including planning, action, observation, and reflection. The research subjects were 28 students. Data were collected through observations of teacher and student activities, interviews, and learning outcome tests. The results showed a significant increase from cycle I to cycle II. Learning mastery increased from 54% to 86%, the average student score increased from 70 to 82, teacher activity increased from 78.41% to 94.32%, and student activity increased from 77% to 96%. These findings indicate that the application of the TGT model assisted by a multiplication board effectively improves students' understanding of multiplication concepts and learning engagement.]]>
