•  
  •  
 

Jurnal Pendidikan Humaniora

Abstract

This research was initiated to address pedagogical challenges identified at SD Negeri 15 Indralaya, specifically the low levels of student engagement and sub-optimal learning outcomes in the Science (IPAS) "Force" module. The objective of this study was to evaluate the improvement in academic performance following the implementation of the Teams Games Tournament (TGT) learning model among fourth-grade students during the first semester of the 2025/2026 academic year. This study employed a Classroom Action Research (CAR) design conducted over two cycles, each comprising four systematic phases: planning, acting, observing, and reflecting. The participants included 14 fourth-grade students. Data were analyzed using comparative descriptive techniques, focusing on the percentage of mastery learning before and after each intervention. The results demonstrate a significant upward trajectory in student achievement. From a pre-cycle baseline where only 4 students (28.1%) reached the Minimum Mastery Criterion (KKM), success rates improved in Cycle I, with 8 students (57.1%) achieving mastery and an average score of 69.56%. By Cycle II, performance peaked with 12 students (85.7%) meeting the KKM and an average class score of 80.15%. These findings lead to the robust conclusion that the application of the Teams Games Tournament approach substantially enhances the academic performance and learning outcomes of fourth-grade students in the field of IPAS.

Download

Share

COinS