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All Journal Master of Pedagogy and Elementary School Learning Master of Action Research in Mathematics Classroom
Abdulah Abdulah
Universitas Muhammadiyah Muara Bungo Jambi
Education Mathematics Other

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Implementation of the Cooperative Model of the Teams Games Tournament Type Assisted by Jellyfish Hunting Media to Improve Mathematics Learning Outcomes of Class III SDN 22/II Pematang Panjang Maulidha Risma Putri; Zulqoidi R. Habibie; Abdulah Abdulah
Master of Action Research in Mathematics Classroom Vol. 2 No. 1 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/math-action.v21.206

Abstract

This Classroom Action Research was carried out with third-grade students at SDN 22/II Pematang Panjang, motivated by the low learning process and outcomes. This was evident from the learning activities that did not yet align with the demands of the Merdeka Curriculum and the average daily test scores that were still below the school's KKTP standard of 70. To address this issue, a cooperative learning model of the Teams Games Tournament (TGT) type supported by the “jellyfish hunting” media was implemented. The purpose of this study was to improve students' cognitive processes and learning outcomes in decimal number material. The method used was Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 23 students. Data collection techniques included observation and tests, with instruments in the form of observation sheets and test sheets. Observation data were analyzed descriptively, while test data were analyzed using a one-sample t-test with the Statistical Package for the Social Sciences (SPSS). The results showed that the implementation of the cooperative TGT model supported by the jellyfish hunting media in geometry material was categorized as very good. Teacher assessment process from cycle I to cycle II increased by 17%, reaching 97%. Student process performance increased by 30%, with a final percentage of 87%, exceeding the process success indicator of 75%. Students' learning outcomes in the initial observation were only 39%. After applying the TGT model, mastery increased to 61% with an average score of 71 in cycle I. In cycle II, mastery reached 83% with an average score of 82. It can be concluded that the application of the cooperative TGT model supported by the jellyfish hunting media improved the learning process and student outcomes by 44% from the initial condition.
Kolaborasi Numbered Head Together dan Ular Tangga: Strategi Inovatif Meningkatkan Pembelajaran IPAS di Sekolah Dasar Fino Risqi Aryana; Abdulah Abdulah; Dhini Mufthi
Master of Pedagogy and Elementary School Learning Vol. 2 No. 2 (2026): Juli
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/mapels.v22.199

Abstract

Masalah hasil belajar dan proses belajar yang buruk hanya 10 siswa yang memperoleh skor 41,67% pada KKTP menjadi pendorong dilakukannya penelitian ini. Hal ini menunjukkan bahwa “hasil belajar IPAS belum mencapai target 75 poin KKTP sekolah. Penelitian ini bertujuan untuk menunjukkan bagaimana pendekatan Numbered Heads Together, dikombinasikan dengan permainan ular tangga, meningkatkan proses dan hasil belajar pada mata pelajaran IPAS kelas IV di SDN 164/II Gapura Suci”. Dua puluh empat anak menjadi subjek penelitian dalam studi tindakan kelas ini. Penelitian ini terdiri dari dua siklus, dan peneliti mengadakan dua pertemuan dalam setiap siklus. Setiap siklus mencakup latihan perencanaan, implementasi tindakan, dan pada akhir siklus, observasi dan refleksi. Berdasarkan temuan, hasil dan proses pembelajaran IPAS kelas IV dapat ditingkatkan dengan menggunakan paradigma Numbered Heads Together bersama dengan permainan ular tangga. 1) Pada siklus II, pengamatan guru meningkat menjadi “76% pada pertemuan I dan 86% pada pertemuan II, dibandingkan dengan 62% dan 71% pada pertemuan I di siklus I. Pada siklus II, pengamatan siswa meningkat menjadi 75% pada pertemuan I dan 88% pada pertemuan II, dibandingkan dengan 63% dan 71% pada siklus I dan II, masing-masing. 2) Hasil belajar IPAS siswa meningkat dari 69,2% pada siklus I menjadi 80,8% pada siklus II”. Kesimpulannya, proses dan hasil belajar IPAS di kelas empat dapat ditingkatkan dengan memanfaatkan paradigma Numbered Head Together bersama dengan papan ular tangga. 
Co-Authors Dhini Mufthi Fino Risqi Aryana Maulidha Risma Putri Zulqoidi R. Habibie