PENGARUH MODEL COOPERATIVE LEARNING TIPE TGT TERHADAP KERJA SAMA DAN HASIL BELAJAR KETERAMPILAN BERMAIN FUTSAL

THE EFFECT OF TGT TYPE COOPERATIVE LEARNING MODEL  ON COOPERATION AND LEARNING OUTCOMES OF FUTSAL PLAYING SKILLS

Kerja sama sangat penting karena merupakan salah satu poin utama dalam permainan futsal dan jika tidak ada kolektivitas dalam bermain, maka hasil yang diharapkan terbilang sangat kurang sehingga akan berpengaruh pada saat permainan berlangsung. Kerja sama juga harus didukung dengan adanya keterampilan individu yang baik terutama terhadap situasi dan kondisi nyata di lapangan saat bermain, hal tersebut dapat mengembangkan permainan untuk lebih baik lagi. Dan ditemukan masalah dalam aktivitas pembelajaran permainan futsal pada kelas X SMK Negeri 2 Surabaya, yaitu kurangnya kerja sama peserta didik dan kurangnya penguasaan keterampilan dalam bermain futsal. Tujuan penelitian ini adalah untuk mengetahui pengaruh model cooperative learning tipe TGT terhadap kerja sama dan hasil belajar peserta didik, serta mengetahui hubungan antara kerja sama dengan hasil belajar peserta didik dalam bermain futsal. Pada penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen, yaitu pra-eksperimen yang menggunakan One Group Pretest-Posttest Design. Penelitian dilaksanakan di lingkungan SMK Negeri 2 Surabaya dengan alamat Jl. Tentara Genie Pelajar No.26, Petemon, Kec. Sawahan, Surabaya, Jawa Timur 60252. Dengan populasi sebanyak 866 peserta didik, 687 laki-laki dan 179 perempuan. Cluster random sampling yang didapatkan adalah kelas X TAV 1 yang berjumlah 29 peserta didik, 16 laki-laki dan 13 perempuan. Penelitian ini dilaksanakan sebanyak 4 pertemuan, p1 = pretest, p2+p3 = treatment, p4 = posttest. Penelitian ini menggunakan uji statistik deskriptif, uji normalitas, Paired Sample T-test, Wilocoxon Signed Rank, dan uji korelasi Product Moment. Dengan syarat Sig. > 0.05, maka data berdistribusi normal atau sebaliknya. Dengan syarat Sig. < 0.05, maka terdapat peningkatan dan ada hubungan atau sebaliknya. Hasil menunjukkan bahwa, (1) Nilai pretest kerja sama sebesar 147.72, posttest sebesar 156.97, dan meningkat sebesar 6.3%. Paired Sample T-test menunjukkan bahwa t = 5.399, p = 0.000 < 0.05, maka terdapat pengaruh signifikan model cooperative learning tipe TGT terhadap kerja sama peserta didik. (2) Nilai pretest decision making sebesar 0.548, posttest sebesar 0.600, dan meningkat sebesar 9.5%. Wilocoxon Signed Rank Test menunjukkan bahwa Z = -3.014, p = 0.003 < 0.05, maka terdapat pengaruh signifikan model cooperative learning tipe TGT terhadap hasil belajar peserta didik. (3) Nilai pretest skill excecution sebesar 0.591, posttest sebesar 0.635, dan meningkat sebesar 7.45%. Wilocoxon Signed Rank Test menunjukkan bahwa Z = -2.542, p = 0.011 < 0.05, maka terdapat pengaruh signifikan model cooperative learning tipe TGT terhadap hasil belajar peserta didik. (4) Nilai pretest Support sebesar 0.666, posttest sebesar 0.668, dan meningkat sebesar 0.30%. Wilocoxon Signed Rank Test menunjukkan bahwa Z = -2.466, p = 0.014 < 0.05, maka terdapat pengaruh signifikan model cooperative learning tipe TGT terhadap hasil belajar peserta didik. (5) Nilai pretest game performance sebesar 1.362, posttest sebesar 1.458, dan meningkat sebesar 7.05%. Wilocoxon Signed Rank Test menunjukkan bahwa Z = -3.375, p = 0.001 < 0.05, maka terdapat pengaruh signifikan model cooperative learning tipe TGT terhadap hasil belajar peserta didik. (6) Nilai r decision making sebesar -0.191, dengan persentase sebesar 4%. Uji korelasi product moment menunjukkan bahwa p = 0.322 > 0.05, maka tidak ada hubungan antara kerja sama dengan hasil belajar peserta didik. (7) Nilai r skill excecution sebesar 0.048, dengan persentase sebesar 0.23%. Uji korelasi product moment menunjukkan bahwa p = 0.806 > 0.05, maka tidak ada hubungan antara kerja sama dengan hasil belajar peserta didik. (8) Nilai r support sebesar 0.073, dengan persentase sebesar 1%. Uji korelasi product moment menunjukkan bahwa p = 0.708 > 0.05, maka tidak ada hubungan antara kerja sama dengan hasil belajar peserta didik. (9) Nilai r game performance sebesar -0.048, dengan persentase sebesar 0.23%. Uji korelasi product moment menunjukkan bahwa p = 0.804 > 0.05, maka tidak ada hubungan antara kerja sama dengan hasil belajar peserta didik.

Kata Kunci          : Model Cooperative Learning, TGT, Kerja Sama, Hasil Belajar, Futsal

Cooperation is very important because it is one of the main points in the game of futsal and if there is no collectivity in playing, then the expected results are very lacking so that it will affect the game. Cooperation must also be supported by good individual skills, especially for real situations and conditions on the field when playing, which can develop the game to be even better. And problems were found in futsal game learning activities in class X of SMK Negeri 2 Surabaya, namely the lack of student cooperation and lack of mastery of skills in playing futsal. The purpose of this study is to determine the influence  of the TGT type cooperative learning model on student cooperation and learning outcomes, as well as to determine the relationship between cooperation and student learning outcomes in playing futsal. This study uses a quantitative approach with an experimental method, namely a pre-experiment that uses One Group Pretest-Posttest Design. The research was carried out in the environment of SMK Negeri 2 Surabaya with the address Jl. Tentera Genie Siswa No.26, Petemon, Sawahan District, Surabaya, East Java 60252. With a population of 866 students, 687 males and 179 females. The random sampling cluster obtained was class X TAV 1 which amounted to 29 students, 16 males and 13 females. This research was carried out as many as 4 meetings, p1 = pretest, p2+p3 = treatment, p4 = posttest. This study used descriptive statistical tests, normality tests, Paired Sample T-test, Wilocoxon Signed Rank, and Product Moment correlation tests. With the condition that Sig. > 0.05, then the data is distributed normally or vice versa. Provided that Sig. < 0.05, then there is an increase and there is a relationship or vice versa. The results show that, (1) The pretest score  of cooperation was 147.72, posttest was 156.97, and increased by 6.3%. The Paired Sample T-test showed that t = 5.399, p = 0.000 < 0.05, so there was a significant influence of  the TGT type cooperative learning model on student cooperation. (2) The pretest decision making score  was 0.548, the posttest was 0.600, and increased by 9.5%. The Wilocoxon Signed Rank Test showed that Z = -3.014, p = 0.003 < 0.05, so there was a significant influence  of the TGT type cooperative learning model  on students' learning outcomes. (3) The value of the pretest skill excecution was 0.591, the posttest was 0.635, and increased by 7.45%. The Wilocoxon Signed Rank Test showed that Z = -2.542, p = 0.011 < 0.05, so there was a significant influence  of the TGT type cooperative learning model  on students' learning outcomes. (4) The pretest Support value  was 0.666, the posttest was 0.668, and increased by 0.30%. The Wilocoxon Signed Rank Test showed that Z = -2.466, p = 0.014 < 0.05, so there was a significant influence  of the TGT type cooperative learning model  on students' learning outcomes. (5) The pretest game performance score  was 1,362, the posttest was 1,458, and increased by 7.05%. The Wilocoxon Signed Rank Test showed that Z = -3.375, p = 0.001 < 0.05, so there was a significant influence  of the TGT type cooperative learning model  on students' learning outcomes. (6) The r value of decision making is -0.191, with a percentage of 4%. The product moment correlation test  showed that p = 0.322 > 0.05, so there was no relationship between cooperation and student learning outcomes. (7) The r value of skill excecution is 0.048, with a percentage of 0.23%. The product moment correlation test  showed that p = 0.806 > 0.05, so there was no relationship between cooperation and student learning outcomes. (8) The r support value  is 0.073, with a percentage of 1%. The product moment correlation test  showed that p = 0.708 > 0.05, so there was no relationship between cooperation and student learning outcomes. (9) The r-game performance value  is -0.048, with a percentage of 0.23%. The product moment correlation test  showed that p = 0.804 > 0.05, so there was no relationship between cooperation and student learning outcomes.

Keywords            : Cooperative Learning Model, TGT, Cooperation, Learning Outcomes, Futsal