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: [email protected]

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

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 4–6

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

Phase

Teacher's actions

Phase 1

The teacher conveys all the goals of the lesson to be

Conveying purpose

achieved in the lesson and to the students learning.

Phase 2

Teachers present information to students by protest or

Convey information

through reading materials..

Phase 3

The teacher explains to students how to form a study group

Organize students into

and helps each group make the transition efficiently..

cooperative groups

Phase 4

Guiding groups to work

Teachers guide study groups as they work on their tasks..

and study

Phase 5

The teacher validates the results of learning about the

material that has been studied or each group presents the

Evaluation

results of his work.

Phase 6

Teachers look for ways to appreciate both individual and

Give an award

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.

Nawiyah 34

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

Research Methods

This class action research was carried out on students of grade IV SDN Perigi 01

Pondok Aren Subdistrict. Implementation time in the 2019/2020 School Year on the

subjects of Civic Education material Unity and unity in diversity. While the

characteristics of this study are students of grade IV SDN Perigi 01 numbered 36

students. The study was conducted from September 1 to November 30, 2019. The

research subjects in this class action study were all students of grade IV SDN Perigi 01,

subjects in the study amounted to 24 students who had diverse backgrounds and one

teacher of Citizenship Education (PKn). The design of this study uses kemmis and taggart

model class action research with planning stages, actions, observations, and reflections

for each cycle. The study was conducted through three cycles. Performance indicators

that want to be obtained in this class action research is efforts to improve the quality of

PKn learning through the Team Game Tournament (TGT) Method on Unity and Unity

Materials in diversity in Students of Grade IV SDN Perigi 01 school year 2019/2020. As

a measure of the success of the implementation of this class action research is students

whose grades reach KKM which is ≥75 and the percentage of student completion reaches

more than ≥75. If the results are not satisfactory will be done cycle II and so on. The

cycle will stop if the student's results have met the KKM and the completion percentage is

≥75.

The data obtained in this study is quantitative data that scores students' learning

outcomes on cycle learning activities I, and II. The data is processed using completion

analysis techniques and comparative analysis techniques. Once the data is obtained, the

next step is to process the data and analyze the data of student learning outcomes and the

results of teacher and student observations. The minimum completion criteria of IV SDN

Perigi 01 for PKn subjects in class IV is 75.

Data collection techniques in this classroom action research are as follows:

1. Interview.

2. Observation (observation) is to find out the situation and process of

implementing teaching and learning activities that take place in the classroom.

3. The test is to obtain data on student learning outcomes.

4. The documentation technique is to complement the missing data through photos during

the learning process as real evidence.

Research instrument is a tool used to collect data in a study. Instruments play an

important role in determining the quality in a study. The data collected using certain

instruments will be described and attached or used to test the hypotheses proposed in a

study. The instruments used in this research are:

1. Learning implementation plan.

2. Observation and Interview.

3. Documentation, which is to complement the missing data through photos during

the learning process as real evidence.

4. Test Questions

The tests are arranged based on the indicators to be achieved. The test questions are given

at the end of the cycle, which aims to determine the student's Civics learning outcomes

after participating in learning using the TGT model. The form of the question is given a

description. Before being used in research, validation is carried out regarding the test

instrument that will be used by people who are experts in the relevant field or often called

expert judgment. In this study, the appointed expert judgment is a peer teacher while the

questions that will be used in this study are as follows.

The observation sheet used consists of the teacher's observation sheet and the student

observation sheet. Teacher observation sheets are used to observe the teacher's ability in

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the implementation of active learning of TGT in PKn subjects. While the student

observation sheet contains about the activities expected at the time of the implementation

of PKn learning using the TGT model.

Data validity or data validity is the truth of the research process. The validity of the

data is accounted for and can be used as a strong basis for drawing conclusions. Strategies

that can be used to increase validity include four steps, including face validity (face

validity), triangulation (triangulation), critical reflection (critical reflection), catalic

validity. To increase the validity of this classroom action research by minimizing

subjectivity through triangulation. Triangulation is a technique of checking the validity of

data to take advantage of something other than the data for checking purposes or as a

comparison. This step can be taken by using various data sources to increase the quantity

of assessment. There are four forms of triangulation, namely source triangulation, method

triangulation, investigator triangulation, and theoretical triangulation. This classroom

action research uses source triangulation, namely by comparing and checking back the

degree of confidence in information obtained through different times and tools, namely

observations of the learning process, student performance tests, lesson plans, interviews,

observations about Civics learning.

In classroom action research (CAR) data analysis is directed at finding and finding

the efforts made by teachers in improving student learning outcomes, especially in Civics

subjects using the TGT model. Thus the data analysis used in classroom action research

can use quantitative and qualitative analysis.

Quantitative data obtained from student learning outcomes and activities. Learning

outcomes were obtained through tests conducted at the end of the cycle, while student

activity data were obtained from observations in Civics learning activities using the TGT

model. Statistical formulas used to process learning outcomes

∑

Keterangan :

x = skor rata-rata

Σx = jumlah skor siswa

ΣN = jumlah siswa

To calculate the percentage of student learning outcomes and activities using the

following formula

( )

Qualitative data is data in the form of information in the form of sentences whose

purpose is to describe a lesson activity. Qualitative data in this study were obtained from

observations which were analyzed descriptively so that data were obtained regarding the

activities of teachers and students in participating in Civics learning using the TGT

model.

Results and Discussion

A. Research Results

In pre-action it was found that the results of student tests on the subject of PKn

material unity and unity in diversity in students grade IV-C SDN Pondok Kacang Timur

03 School Year 2019/2020 before the action only obtained an average score of 52 with

the completion of learning results of 23%. So that researchers are looking for solutions

how efforts to improve the quality of PKn learning through the Team Game Tournament

Nawiyah 36

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

(TGT) method on unity and unity material in diversity in students of grade IV SDN Perigi

01 School Year 2019/2020.

Table 2. Student Observation Results

Category

Collaboration

Skills

Solution to

Mastery of the

Average

Problem

Material

Overall

Average

64,00

68,00

70,00

67,50

The implementation of observation of the learning process in this cycle, teachers

also get attention because teachers contribute greatly in the success of teacher strategy

learning in the learning process to get results as in the following table.

Table 3. Teacher Observation Results

Aspects observed

Indicators

Yes / No

Early Activities

Open a lesson

Yes

2. Aperception

Yes

Implementation of the TGT Model

Phase 1: Conveying purpose

Yes

Phase 2: Convey information

Core Activities

Phase 3: Organize students into cooperative

Yes

groups

d. Phase 4: Guiding groups to work and study

Yes

Phase 5: Evaluation

f. Phase 6: Give an award

3. Infer the subject matter.

Yes

Final Activities

Provide motivation

Closing the lesson

Yes

From the table above almost all indicators have been implemented by teachers

when the learning process takes place only that teachers do not convey detailed learning

method information, do not give awards to competent students, and do not provide

motivation at the end of learning, when asked by observers because the allocation of time

is not accurate. While the results of student tests conducted after learning in cycle I

meeting 1 is completed can be described in the following table.

Table 4. Student Test Scores

Description

Cycle I P2

Information

Average

55,42

Not Complete

% Done

25%

Not Complete

N Max

N Min

Tuntas

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Table 5. Student Observation Results

Solution to

Mastery of

Group

Collaboration

Skill

the

Average

Problem

Material

Overall Average

Average

77,00

74,00

78,00

76,00

76,25

Table 6. Teacher Observation Results

Aspects observed

Indicators

Yes / No

Early Activities

Open a lesson

Yes

Aperception

Yes

Implementation of the TGT Model

g. Phase 1: Conveying purpose

Yes

h. Phase 2: Convey KBM information

Core Activities

i. Phase 3: Organize students into cooperative

Yes

groups

j. Phase 4: Guiding groups to work and study

Yes

Phase 5: Evaluation

Phase 6: Give an award

3. Infer the subject matter.

Yes

Final Activities

Provide motivation

Closing the lesson

Yes

From the table above almost all indicators have been implemented by teachers

when the learning process takes place only the teacher forgets to give awards and convey

the purpose of learning when asked by the observer because the teacher forgets to be

preoccupied by student questions. While the results of student tests conducted after

learning in cycle I meeting 2 is completed, can be described in the following table.

Tabel 7. Student Test Results

No.

Description

Cycle II P1

Information

Average

63,33

Not Complete

% Done

38%

Not Complete

N Max

N Min

Tuntas

Table 8. Student Observation Results

Solution to

Mastery of

Group

Collaboration

Skill

the

Average

Problem

Material

Overall Average

100

Nawiyah 38

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

Average

86,00

81,00

84,00

83,00

83,50

The implementation of observation of the learning process in this cycle, teachers

also get attention because teachers contribute greatly in the success of teacher strategy

learning in the learning process to get results as in the following table.

Table 9. Teacher Observation Results

Aspects observed

Indicators

Yes / No

Early Activities

Open a lesson

Yes

Aperception

Yes

Implementation of the TGT Model

a. Phase 1: Conveying purpose

Yes

b. Phase 2: Convey KBM information

Yes

Core Activities

c. Phase 3: Organize students into cooperative groups

Yes

d. Phase 4: Guiding groups to work and study

Yes

Phase 5: Evaluation

f. Phase 6: Give an award

3. Infer the subject matter.

Yes

Final Activities

Provide motivation

Yes

Closing the lesson

Yes

From the table above almost all indicators have been implemented by teachers

when the learning process takes place only the teacher forgets to give an award when

asked by the observer because the teacher forgets to be preoccupied by student questions.

While the results of student tests conducted after learning in cycle II of meeting 1 are

completed can be described in the following table.

Tabel 10. Student Test Results

No.

Description

Cycle II P1

Information

Average

72,50

Not Complete

% Done

54%

Not Complete

N Max

N Min

Tuntas

Table 11. Student Observation Results

Solution

Mastery

Group

Collaboration

Skill

of the

Average

Problem

Material

100

Overall Average

100

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Average

92,00

94,00

96,00

94,00

The implementation of observation of the learning process in this cycle, teachers

also get attention because teachers contribute greatly in the success of teacher strategy

learning in the learning process to get results as in the following table.

Table 12. Teacher Observation Results

Aspects observed

Indicators

Yes / No

Early Activities

Open a lesson

Yes

Aperception

Yes

Implementation of the TGT Model

Phase 1: Conveying purpose

Yes

h. Phase 2: Convey KBM information

Yes

Core Activities

Phase 3: Organize students into cooperative groups

Yes

j. Phase 4: Guiding groups to work and study

Yes

Phase 5: Evaluation

l. Phase 6: Give an award

Yes

3. Infer the subject matter.

Yes

Final Activities

Provide motivation

Yes

Closing the lesson

Yes

From the table above all indicators have been implemented by teachers well during

the learning process and nothing is missed. While the results of student tests conducted

after learning at this meeting are completed, can be described in the following table.

Tabel 13. Student Test Results

No.

Description

Cycle II P2

Information

Average

85,83

Not Complete

% Done

100%

Not Complete

N Max

100

N Min

Tuntas

B. Discussion

The results of these class-action researchers gained several important discoveries

and events that are thought to affect the study among others. The game in TGT can

generate enthusiasm and enthusiasm for students. At the time of the game the players at

each tournament table who are representatives of the group seem eager to be able to

answer the question being read out, even before the player who is his turn answers, there

are challengers who immediately want to answer. The application of cooperative learning

through TGT can improve the quality of students' learning. Based on the results of student

observations from group work observations seen from the results of the study, the student

learning observation table with TGT generally calculated the average number of each

aspect measured increased from cycle I to cycle II. Indicators of group cooperation, group

proficiency, problem solving, and material mastery, In cycle I meeting 1 obtained an

average of 67.25, cycle I meeting 2 obtained an average of 76.25, cycle II meeting 1

obtained an average of 83.50, cycle II meeting 2 obtained an average of 94.00 showed a

significant increase in student activity. As explained in the following graph.

Nawiyah 40

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

Average, Cycle

Average, Cycle I

Average, Cycle

II P2, 94.00

Average, Cycle I

P2, 76.25

II P1, 83.50

P1, 67.5

Siklus I P1 Siklus I P2 Siklus II P1 Siklus II P2

Graphic 1. TGT Learning Activity Results

The results of teacher observations also showed an increase in each cycle, in cycle I

almost all indicators have been carried out by teachers when the learning process takes

place only that teachers do not convey detailed learning method information, do not

reward competent students, and do not provide motivation at the end of learning, when

asked by the observer because of inaccurate time allocation. In cycle II almost all

indicators have been carried out by teachers when the learning process takes place only

the teacher forgets to give an award when asked by the observer because the teacher

forgets to be preoccupied by the question of students being in cycle II meeting 2 all

indicators have been implemented by the teacher well while the learning process takes

place and nothing is missed. 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.

As explained in the following graph.

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Rata-rata

% Ketuntasan

% Completeness,

Cycle II P2, 100

% Completeness,

Cycle II P1, 54,

Average, Cycle II

% Completeness,

Cycle I P2, 38

P2, 85.83

Cycle I P1, 25

Average, Cycle I

Average, Cycle II

P2, 63.33

P1, 72.50

Average, Cycle I

P1, 55.42

Graphic 2. Student Test Results

Conclusion

Some conclusions that can be drawn from the results of this class action study

(PTK) are the results of student tests in cycle I meeting 1 obtained on average 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 completion percentage of 38%, cycle II meeting 1

obtained an average student test result 72.50 with a completion percentage of 54%, Cycle

II meeting 2 obtained an average student test result of 85.83 with a completion percentage

of 100%, showing a significant improvement in achievement. 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.

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