<![CDATA[This study is motivated by the low writing proficiency of fifth-grade students at SDN 01 Taman Kota Madiun, particularly in the use of capital letters and imperative sentences, as reflected in a pre-cycle average score of 49.85 with a classical mastery rate of only 19%, a condition further aggravated by monotonous, one-way technology-based learning that left students bored and unmotivated. This study aims to improve Indonesian language learning outcomes of fifth-grade students at SDN 01 Taman, Madiun City, particularly in the use of capital letters and imperative sentences, through the collaboration of the Teams Games Tournament (TGT) learning model and the Museum Picture Book (CERGAMUS) media. This study employed a Classroom Action Research (CAR) design conducted in two cycles. The research subjects were 27 fifth-grade students with a Minimum Completeness Criterion (KKM) of 75. Data collection techniques included written tests, observation sheets, and documentation. The results demonstrated significant improvement: the class average score increased from 49.85 (pre-cycle) to 68.89 (Cycle I) and reached 81.41 (Cycle II), while the classical completeness percentage rose from 19% to 52% in Cycle I and achieved 100% in Cycle II. This success was attributed to three synergistic mechanisms: contextual learning through CERGAMUS narratives and the digital wordwall game, competitive motivation fostered by the TGT tournament structure, and conceptual reinforcement through peer tutoring within heterogeneous teams. This study concludes that the "Literacy Tournament" learning ecosystem, which integrates TGT and CERGAMUS with museum-themed content as an authentic learning context, is proven effective in improving the writing literacy learning outcomes of elementary school students.]]>
Copyrights © 2026
