Vol.1, No. 1, Februari 2021 p-ISSN - e-ISSN
EFFORTS TO IMPROVE THE QUALITY OF LEARNING OF PKN UNITY
AND UNITY MATERIAL IN DIVERSITY THROUGH TEAM GAME
TOURNAMENT (TGT) METHODS IN STUDENTS OF GRADE IV C SDN
PERIGI 01 YEARS OF LESSONS 2019/2020 Nawiyah
SDN Pondok Perigi 01 Kec. Pondok Aren Tangerang Selatan
E-mail: nawiyah@gmail.com
Received:
Abstract
Revised:
The low quality of PKn learning in students of grades IV-C at
Approved:
SDN Pondok Kacang Timur 03 years of lessons 2019/2020
memotiti researchers look for solutions how efforts in improving
the quality of learning PKn through the Team Game Tournament
(TGT) method. After the study was found 1) Student test results
in cycle I meeting 1 obtained an average of 55.42 student test
results with a completion percentage of 25%, cycle I meeting 2
obtained an average of student test results 63.33 with a
completion percentage of 38%, cycle II meeting 1 obtained an
average of student test results 72.50 with a percentage
completion of 54%, cycle II meeting 2 obtained the average
student test results 85.83 with a completion percentage of 100%,
Showed significant improvement in performance. 2) The
application of cooperative learning through TGT can improve
the quality of students' civic education learning outcomes. The
average grade of student test results each cycle increases. In
cycle I meeting 1 obtained an average of student test results
55.42 with a percentage completion of 25%, cycle I meeting 2
obtained an average of student test results 63.33 with a
percentage completion of 38%, cycle II meeting 1 obtained an
average of student test results 72.50 with a completion
percentage of 54%, cycle II meeting 2 obtained an average of
student test results 85.83 with a completion percentage of 100%,
Showed significant improvement in performance. The advice that
can be given from the results of this class action research is 1)
The application of a learning model with the Type team games
tournament as one of the alternative learning models for
teachers that can improve the quality of civic education learning.
2) Tournament games in the TGT learning model, should be
designed in such a way that students are more interested and can
improve the quality in students who can ultimately improve their
achievements.
Keywords: PKn, Learning Quality, Team Games Tournament
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
Introduction
Citizenship Education (PKn) for most students is a subject that receives less
attention (Ananda, 2017). The results of a simple assessment that researchers do every
beginning of the year (Saprianti, Laapo, & Howara, 2016), if there are questions of what
subjects students like (Hamzah, 2021), then the answer is almost 60% of students answer
other than citizenship education subjects (Harahap, 2017). This fact continues until the
process of teaching and learning activities (Suardi, 2018). This is indicated by the attitude
Nawiyah
30
Efforts to Improve The Quality of Learning of PKN Unity and Unity
Material in Diversity Through Team Game Tournament (TGT) Methods
in Students of Grade IV C SDN Perigi 01 Years of Lessons 2019/2020
of students who are mostly less enthusiastic when the lesson will take place (Siboro,
2020), the low response from students to the teacher's questions and explanations and the
concentration of attention to the lesson is lacking (Sutiningsih, 2021), most students are
passive, they do not dare to talk about what is already and is not yet known (Simanjuntak,
2015), their concepts are right or wrong difficult for the teacher to know (Setiawan &
Sujadi, 2015), even though the teacher has tried to explain the material as much as
possible (Ahmad, Afifulloh, & Zakaria, 2020).
However, it turns out that the results have not been optimal (Deliana, 2019), this is shown
by the completion of learning that is still low. Other observations are the lack of quality of
learning towards civic education learning, among others (Komalasari, 2016): 1) Students'
interest in low citizenship education (Maulani, Tegeh, & Antara, 2020), 2) Low student
ability, 3) Students assume citizenship education as a hapalan lesson (Nurgiansah, 2020),
4) Students are not actively involved, 5) Teachers do less to carry out a variety of learning
activities (Sutisnawati, 2017), 6) Support from families at home is lacking. Overcoming
the lack of quality students in civic education lessons, it is necessary to improve quality
by providing a variety of learning models that are cooperative learning that is interesting
or fun, which engages students and can increase student activities and responsibilities.
Quality is something that encourages a person to move, whether realized or unconscious.
Quality arises because of a strong desire related to the existence of needs in someone who
demands fulfillment. Quality can be interpreted as the force or thrust that moves and
directs a person's will and behavior and all the power to achieve his desired goals, which
arise from the desire to meet his needs. Quality learning is at the heart of learning
activities, a driver that makes a person learn. The quality of learning is the overall
psychic driving force in the individual that gives rise to learning activities, ensures the
continuity of learning and provides direction for the achievement of learning goals. Based
on the above description it can be concluded that the quality of learning serves as a
driver, director and at the same time drives students to carry out learning activities to
achieve their desired learning goals.
Learning factors are classified into three factors, namely learning
stimulation factors, are everything outside the individual that stimulates the
individual to hold a reaction or act of learning. Stimulation in this case includes
materials, assignments, environmental, external atmospheres that must be studied
by students. The learning method factor, is the method used by teachers in
teaching. Different methods result in significant differences to the learning
process. Individual factors, regarding maturity, age, gender, experience, mental,
physical health.
Quality means a lot in the process of learning citizenship education. In
learning citizenship education, quality has a function to support a person to learn
citizenship education, as a driver who gives one energy or strength to learn
citizenship education, selecting actions, namely to determine which actions should
be done, encouraging the emergence of behavior to learn citizenship education.
Because one of the functions of quality is as a driver as mentioned above, the
quality of learning civic education is needed in civic education learning in the
effort to achieve learning achievement.
Several ways to improve the quality of learning can be taken in several
ways, namely optimization of the application of learning principles, optimization
of dynamic elements of learning, optimization of utilization of students'
experiences and abilities, and development of learning ideals and aspirations.
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Departing from the description above, it can be concluded that the quality of
learning citizenship education is a condition that can lead to effective learning,
actively participating in civic education learning activities, actively doing
schoolwork, utilizing the library to support learning citizenship education, active
in group work, and diligently entering school.
Cooperative learning arises from the concept that students will find it easier
to find and understand difficult concepts if they discuss with each other with their
friends. Students routinely work in groups to help each other solve complex
problems. So the social nature and use of peer groups becomes the main aspect in
cooperative learning.
In cooperative classes students study together in small groups of 46
students who are equal but heterogeneous, ability, gender, ethnicity / race, and
each other help each other. The purpose of the group is to provide opportunities
for all students to be able to be actively involved in the thought process and
learning activities. During working in a group, the task of group members is to
achieve the completion of the material presented by the teacher, and help each
other's group friends to achieve the completion of learning. There are six main
steps or stages in the lesson that use cooperative learning. The steps show in the
table below.
As the name implies, this TGT model contains activities that are game
nature. Like other characteristics of cooperative learning, TGT techniques give
rise to the existence of groups and cooperation in learning, in addition there is
competition between individuals in groups and between groups. In this TGT
technique, students who have different abilities and genders are used in a team of
four students. In learning activities with this game all students have the same
opportunity to achieve, both as a team and a group member.
Adapun tahapan model pembelajaran kooperatif tipe TGT adalah sebagai
berikut:
a. Teach
Presenting or presenting material, conveying goals, assignments, or student
activities in learning, and providing quality.
b. Team Study
Students work in groups of 4 to 6 people with academic abilities, different
genders. After the teacher informs the material, and the learning objectives, the
group discusses using LKS. In the group there is a discussion to solve the problem
together, give each other answers and correct if there are members of the group
who are wrong in answering.
c. Game Tournament
The game is followed by group members from each of the different groups.
The objective of the game is to find out if all members of the group have
mastered the material, where the questions given relate to the material that has
been discussed in the group's activities.
d. Team Recognition
Rewards based on the average points earned by the group from the game.
Unity and unity materials in diversity are taught in grades IV-C in Semester
I. The material of unity and unity in diversity taught consists of several types of
Nawiyah 32
Efforts to Improve The Quality of Learning of PKN Unity and Unity
Material in Diversity Through Team Game Tournament (TGT) Methods
in Students of Grade IV C SDN Perigi 01 Years of Lessons 2019/2020
unity and unity in diversity. In this study the material applied in action is unity
and unity in diversity.
Table 1. Steps of the Cooperative Learning Model
Teacher's actions
The teacher conveys all the goals of the lesson to be
achieved in the lesson and to the students learning.
Teachers present information to students by protest or
through reading materials..
The teacher explains to students how to form a study group
and helps each group make the transition efficiently..
Teachers guide study groups as they work on their tasks..
The teacher validates the results of learning about the
material that has been studied or each group presents the
results of his work.
Teachers look for ways to appreciate both individual and
group learning efforts and outcomes..
Many students think that learning civic education is difficult, so students tend not
to like civic education lessons, even they have low quality in civic education lessons.
When the lesson will take place, the low feedback response from students to the teacher's
questions and explanations and the lack of attention to the lesson, most of the students are
passive.
In cooperative learning, students who have difficulty can be helped because they
can learn from their group friends. In cooperative learning with the type of Teams Games
Tournament (TGT) students learn from their friends, work together and help each other in
doing the tasks given by the teacher. If any of the group members do not understand the
task given, then the other members are responsible for providing answers or explaining.
Learning activities with games designed in the TGT type cooperative
learning model allow students to learn more relaxed in addition to fostering
responsibility, cooperation, healthy competition and learning engagement. Thus,
through cooperative learning type TGT, it is hoped that it can improve the quality
of student learning which ultimately leads to increased learning achievement of
civics education for grade IV-C students at SDN Pondok Kacang Timur 03.
By using a cooperative learning model with the Teams Games Tournament
(TGT) type, it is estimated that it can improve the quality of learning and learning
achievement of civic education students at SDN Pondok Kacang Timur 03,
especially on the subject of Unity and Unity in Diversity.
To see the quality of civic education learning for Class IV-SDN Perigi 01
students for the 2019/2020 academic year, observations were made of learning
activities carried out by the researchers themselves and other teachers who were
team teaching in the class every day. After conducting a reflective assessment and
discussion, an action was determined to improve the quality of students in
learning citizenship education by being treated with a cooperative learning model
with the Teams Games Tournament (TGT) type.
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This classroom action research is planned in two cycles in four rounds, each
of which includes the following stages.
1. Planning
Action planning includes preparing lesson plans, making learning scenarios
using the Teams Games Tournament (TGT) technique, making game media
according to the theme in the lesson plan with Teams Games Tournament (TGT)
which is equipped with activity instructions and game rules, as well as preparing
evaluation tools
2. Acting
The implementation of the action or the implementation of the action
includesmaking study groups consisting of four students with heterogeneous
abilities.Distribute activity instructions or game rules to each group. Students
carry out the game according to the activity instructions. Each member is
competent to get value.
3. Observation
Observation of the implementation of learning is carried out collaboratively
using the planned monitoring instrument. Data on the learning conditions of civic
education were obtained from observation sheets filled out by observers. Data on
the level of progress in the quality of civic education learning in students were
obtained from the student learning assessment result sheets at each end of the
cycle. And data on student learning outcomes obtained from the evaluation results
in the form of assignments and daily tests.
4. Reflection (Reflecting)
Reflection is carried out based on the results of interviews with students,
results of observation sheets and results of discussions with teachers. The results
of the reflection are used to determine the next action steps.
Many learning models can be applied in the teaching and learning process.
One of them is a learning model with the type "Teams Games Tournament" or
commonly abbreviated as TGT. In TGT students play games with other team
members to score for their respective teams. With the atmosphere of the game in
learning it is expected to be interesting and cause a recreative effect in student
learning. Learning activities with games designed in the cooperative learning
model with the type of TGT allows students to learn more relaxed in addition to
fostering responsibility, cooperation, healthy competition and learning
engagement. The objectives of the research to be achieved in this study are as
follows. Describes the implementation of the Teams Games Tournament (TGT)
learning model in improving the quality of Civics learning. Materials for Unity
and Unity in Diversity for Class IV Students at SDN Perigi 01 at Student IV SDN
Perigi 01.
The expected benefits of this classroom action research are as follows. In the
learning process students are more interested and more fun, Make students more involved
in the learning process and increase student activities, Train students to be more creative
and innovative in learning, Can contribute to improving the quality of civic education
learning, As information for civic education teachers , especially the civic education
teacher at SDN Perigi 01 regarding learning using the cooperative learning model with
the Teams Games Tournament (TGT) type and is expected to contribute to improving the
quality of schools, especially civic education subjects.
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