<![CDATA[This study aimed to improve the learning process and mathematics learning outcomes through the implementation of the cooperative learning model of Teams Games Tournament (TGT) for third-grade students at SDN 94/II Muara Bungo. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action and observation, and reflection stages. The research was conducted in two cycles, with each cycle consisting of two meetings. The research instruments included teacher activity observation sheets, student activity observation sheets, and learning achievement tests administered at the end of each cycle. The results showed an improvement in the learning process from Cycle I to Cycle II. Teacher activity increased from an average of 63.16% in Cycle I, categorized as “Good,” to 92.10% in Cycle II, categorized as “Very Good.” Student activity also increased from an average of 67.87% in Cycle I to 79.96% in Cycle II. Furthermore, student learning outcomes improved significantly, with the percentage of students achieving mastery increasing from 47.05% (8 students) in Cycle I to 88.23% (15 students) in Cycle II, representing an increase of 41.18%. These findings indicate that the implementation of the TGT cooperative learning model can improve both the learning process and mathematics learning outcomes of third-grade students, particularly in whole-number material. The TGT model encourages active participation, cooperation, motivation, and interaction through group discussions, academic games, and tournaments, thereby creating a more engaging and meaningful mathematics learning environment.]]>
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