<![CDATA[This study addresses the low mathematics learning outcomes of fourth-grade students at SDN Gambut 3, where conventional teaching methods have resulted in passive participation and limited engagement. To overcome this issue, the TeamsGames Tournament (TGT) learning model was implemented with the aim of improving teacher activities, student activities, and mathematics learning outcomes. The research employed a classroom action research (CAR) design with qualitative and quantitative approaches, conducted over four meetings consisting of planning, implementation, observation, and reflection. The participants were 14 fourth-grade students (4 boys and 10 girls). Data were collected through tests and observations, using test items for learning outcomes and observation sheets for teacher and student activities. Data analysis involved distribution, frequency, percentage, and interpretation. Success indicators were defined as individual achievement scores ≥ 60 and classical completeness between 65%–80%, with teacher and student activities reaching at least active/good criteria. The results showed improvements in teacher activities from cycle I (meeting I = 11, meeting II = 12) to cycle II (meeting I = 14, meeting II = 16). Student activities also increased, with classical percentages rising from 50% in cycle I meeting I, 57.2% in meeting II, 64.3% in cycle II meeting I, and 85.7% in meeting II. These findings indicate that the success indicators were achieved. In conclusion, the TGT learning model effectively improved mathematics learning outcomes of fourth-grade students at SDN Gambut 3 in the 2023/2024 academic year.]]>
