PENGARUH MODEL TGT (TEAMS GAMES TOURNAMENT) FBERBANTU MEDIA MONOPOLI TERHADAP HASIL BELAJAR IPAS PESERTA DIDIK KELAS IV SEKOLAH DASAR

The central issue that is being addressed in this particular research endeavor pertains to the notably inadequate science learning outcomes that have been observed among the fourth-grade students enrolled at SD Negeri 1 Labuah Ratu Dua. The primary objective of this research is to systematically investigate and elucidate the effects that the Team Games Tournament (TGT) learning model has on improving these educational outcomes. The methodological framework employed in this study is characterized by a quasi-experimental design, which allows for the exploration of causal relationships while maintaining a level of control over extraneous variables. The total population under consideration in this research comprises 60 students, and it is noteworthy that the sample size is also exactly 60 students, thereby ensuring comprehensive representation. In determining the research sample, a non-probability sampling technique was utilized, which is particularly relevant in contexts where random sampling is not feasible or practical. The data collection methods employed in this study encompass a variety of non-test techniques, including but not limited to observation and documentation, alongside test techniques, which are specifically structured in the format of multiple-choice questions. The subsequent data processing was conducted using statistical methods such as the chi-square formula, F-test, and simple linear regression analyses, all of which collectively provide robust evidence supporting the hypothesis. The results indicate a statistically significant effect of the TGT learning model on the academic performance of students in the fourth grade of elementary school, as substantiated by the finding that Fhitung exceeds Ftabel, specifically with values of 19.77 and 4.20, respectively. This compelling evidence serves to underscore the efficacy of the TGT learning model as an innovative pedagogical approach aimed at enhancing science learning outcomes within this educational context. Overall, the implications of these findings are far-reaching, suggesting that the implementation of such collaborative learning strategies could potentially transform educational practices in similar settings.