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Abstract

Cooperative learning is a teaching strategy that reflects the nature of human beings as social individuals who depend on one another. It emphasizes shared goals and responsibilities, division of tasks, and a sense of common purpose. In cooperative learning, students are trained to share knowledge, experiences, tasks, and responsibilities. Helping one another and practicing interaction, communication, and socialization create a learning environment that resembles a miniature society and enables students to recognize one another’s strengths and weaknesses. This classroom action research used a descriptive qualitative approach and aimed to increase students’ learning engagement through the Teams Games Tournament (TGT) cooperative learning model. The study was organized in cycles based on the spiral model developed by Kemmis and McTaggart. The TGT model encourages not only physical activities such as observing, writing, and reading, but also mental activities such as problem solving, analysis, and decision-making. Its implementation proved effective in increasing elementary students’ participation and learning activity, as shown by improvements in every engagement indicator from Cycle I to Cycle II.

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