PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENTS (TGT) DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN KEWARGANERAGAAN (PKn) KELAS X

THE THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE TEAM GAMES TOURNAMENTS (TGT) AND LEARNING MOTIVATION AGAINST STUDENT LEARNING OUTCOMES IN CIVICS EDUCATION CLASS XI

ABSTRAK

Syaifuddin,Tamam. 2020. Pengaruh Model Pembelajaran Kooperatif Tipe Team Games Tournaments (TGT) Dan Motivasi Belajar Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Kewarganeragaan (PKn) Kelas XI

Kata kunci : Model Pembelajaran, Motivasi Belajar, Hasil Belajar

Tujuan penelitian ini adalah: (1) menguji  perbedaan hasil belajar antara siswa yang menerapkan  model pembelajaran team games turnament (TGT)  dan dirrect instruction (DI), (2) menguji perbedaan hasil belajar antara kelompok siswa yang memiliki motivasi belajar tinggi dan rendah, (3) menguji pengaruh interaksi antara model pembelajaran dan  motivasi belajar terhadap hasil belajar PKn.

Untuk mencapai tujuan penelitian tersebut, dilakukan penelitian kuasi eksperimen pada siswa kelas XI IPS Sekolah Menengah Atas Negeri Model Terpadu Bojonegoro tahun pelajaran 2018/2019 pada mata pelajaran PKn. Eksperimen menggunakan rancangan faktorial 2 x 2 non ekuivalen control groupo desain. Pemilihan subyek peneltian dilakukan secara random sehingga terpilih kelas XI IPS1 dan XI IPS2 sebagai kelompok eksperimen (model pembelajaran TGT) dan kelas XI IPS3 dan XI IPS4 sebagai kelompok kontrol (model DI). Data dikumpulkan dengan menggunakan tes hasil belajar dan angket motivasi belajar yang telah tervalidasi. Data diolah dan dianalisis untuk uji hipotesisi menggunkan analisis varians (anava) dua jalur, yang sebelumnya dilakukan uji prasarat berupa uji normalitas, uji homogenitas dan uji kesetaraan pengetahuan awal siswa.

Berdasarkan  analisis data, ditemukan hasil penelitian sebagai berikut: (1) terdapat perbedaan signifikan hasil belajar antara kelompok siswa yang menerapkan model TGT dan DI (p=0,018), (2) ) terdapat perbedaan signifikan hasil belajar antara kelompok siswa yang memiliki motivasi belajar tinggi dan rendah (p=0,000), (3) terdapat pengaruh interaksi antara model pembelajaran dan  motivasi belajar terhadap hasil belajar PKn (0,022).

ABSTRACT

Syaifuddin, Tamam. 2020. The The Effect of Cooperative Learning Model Type Team Games Tournaments (TGT) and Learning Motivation Against Student Learning Outcomes in Civics Education Class XI.

Keywords: Learning Models, Learning Motivation, Learning Outcomes

The objectives of this study are: (1) to examine differences in learning outcomes between students who apply the learning model of team games tournament (TGT) and direct instruction (DI), (2) test differences in learning outcomes between groups of students who have high and low learning motivation, ( 3) examine the effect of interaction between learning models and learning motivation on Civics learning outcomes.

To achieve the objectives of the study, a quasi-experimental study was conducted on students of class XI IPS State Senior High School Integrated Model Bojonegoro in the 2018/2019 academic year on Civics. Experiments using 2 x 2 factorial design non equivalent control group design. The selection of research subjects was carried out randomly so that class XI IPS1 and XI IPS2 were chosen as the experimental group (TGT learning model) and class XI IPS3 and XI IPS4 as the control group (DI model). Data were collected using a learning achievement test and a validated learning motivation questionnaire. Data is processed and analyzed for hypothesis testing using two-way analysis of variance (anava), which was previously performed prerequisite tests in the form of normality tests, homogeneity tests and equality tests of students' initial knowledge.

Based on data analysis, the results of the study are as follows: (1) there is a significant difference in learning outcomes between groups of students who apply the TGT and DI models (p = 0.018), (2) there is a significant difference in learning outcomes between groups of students who have high learning motivation and low (p = 0,000), (3) there is an effect of interaction between learning models and learning motivation on Civics learning outcomes (0.022).