Question Card-Assisted Teams Games Tournament in Elementary IPAS Learning: Student Engagement and Participation Dynamics

Question-card-assisted Teams Games Tournament (TGT) is commonly evaluated through learning outcomes, but less is known about how changing classroom demands affect students' opportunities to speak. This qualitative study examines the shift from group preparation to public tournament answering in a fourth-grade IPAS class at SD Negeri 6 Penatih, Denpasar. Evidence includes classroom observations, interviews with one teacher and four students, instructional materials, and descriptive assessment summaries for a class of 32 students. The cards prompted discussions of environmental problems, while interview accounts described faster respondents taking the lead, nervousness, classroom noise, and time constraints. The teacher reported assigning group responsibilities, setting clearer time limits, allowing students to read questions before answering, and managing noise. Interviewed students associated some of these practices with feeling better prepared to respond. Reported mean scores were 73.00 for the pre-test, 88.88 for activity, 86.88 for knowledge, and 85.88 for group assessment. These are distinct assessment categories, not paired measures of learning gains; the underlying scoring rules and individual records were not independently verified. The findings suggest a possible participation bottleneck as students move from shared preparation to public responses: joining a game does not necessarily provide every student with an equally accessible opportunity to contribute. The study offers a context-specific interpretation of teacher support during cooperative competition.