<![CDATA[His study was motivated by the low learning outcomes of fourth-grade students at MI Roudlotul Muta’allimin Putat Lor Menganti Gresik, which were mainly caused by teacher-centered learning methods and limited student interaction. This research aims to examine the implementation of the Team Game Tournament (TGT) learning method in improving teacher activities, student activities, and learning outcomes. The research used Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through learning outcome tests, observations of teacher and student activities, and documentation. The results showed that teacher activity increased from 78% (good) in the first cycle to 88% (very good) in the second cycle. Student activity also increased from 72% (good) in the first cycle to 85% (very good) in the second cycle. Meanwhile, students’ learning outcomes improved significantly, with the average posttest score rising from 71.3 to 82.2, and the learning mastery level increasing from 43.2% to 86.5%. Therefore, the application of the TGT method is proven to be effective in enhancing the quality of the learning process and student achievement.]]>
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