<![CDATA[This study aimed to (1) determine the difference in science concept understanding between students taught with the Teams Games Tournament (TGT) model assisted by animated video and those taught with direct instruction, (2) measure the magnitude of the effect of the TGT model assisted by animated video, and (3) describe the implementation of the model in primary education. The study used a quantitative quasi-experimental approach with a posttest-only control group design. The participants were all 44 fifth-grade students of SDN 84 Singkawang, divided into an experimental class and a control class of 22 students each. Data were collected through an essay test covering three indicators of concept understanding and an observation sheet on the implementation of the TGT model, and were analyzed using an independent-samples t-test and effect size. The results show that (1) there is a significant difference in science concept understanding between the experimental and control classes (t-count = 29.233 > t-table = 2.018); (2) the TGT model assisted by animated video has a large effect on students' science concept understanding (effect size = 2.378); and (3) the implementation of the model on the food chain topic was in the very good category, with an average of 90%. These results indicate that combining cooperative game-based learning with animated video is an effective strategy for improving science concept understanding in primary education.]]>
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