IMPLEMENTASI TEAM GAMES TOURNAMENT MELALUI MEDIA MAGIC CARD MATCH UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR SISWA KELAS XI PADA MATERI PERSEBARAN FLORA DAN FAUNA INDONESIA DI SMA MUHAMMADIYAH 8 GRESIK 

IMPLEMENTATION OF TEAM GAMES TOURNAMENT THROUGH MAGIC CARD MATCH MEDIA TO IMPROVE THE ACTIVITY AND LEARNING OUTCOMES OF STUDENTS IN CLASS XI ON THE SUBJECT OF THE DISTRIBUTION OF FLORA AND FAUNA IN INDONESIA AT SMA MUHAMMADIYAH 8 GRESIK 

ABSTRAK        

        Permasalahan dalam penelitian ini berangkat dari rendahnya keaktifan dan hasil belajar siswa dalam pembelajaran geografi, khususnya pada materi persebaran flora dan fauna Indonesia. Siswa cenderung pasif, kurang terlibat dalam diskusi kelas, dan mengalami kesulitan dalam memahami materi karena metode pembelajaran yang digunakan masih bersifat konvensional dan kurang interaktif. Berdasarkan hal tersebut, penelitian ini bertujuan untuk: (1) mendeskripsikan implementasi model Team Games Tournament (TGT) melalui media Magic Card Match dalam pembelajaran geografi kelas XI, (2) menganalisis peningkatan keaktifan belajar siswa setelah implementasi model tersebut, dan (3) menguji perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol.

        Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu (quasi-experimental). Populasi dalam penelitian ini adalah siswa kelas XI SMA Muhammadiyah 8 Gresik, dengan sampel yang terdiri dari kelas XI-4 sebagai kelas eksperimen dan kelas XI-3 sebagai kelas kontrol. Teknik pengambilan sampel dilakukan secara purposive sampling. Pengumpulan data dilakukan melalui observasi, tes (pretest dan posttest), serta dokumentasi. Instrumen penelitian mencakup lembar observasi keaktifan siswa, soal pretest-posttest untuk mengukur hasil belajar, serta lembar validasi untuk menguji kelayakan media dan instrumen. Teknik analisis data yang digunakan meliputi uji normalitas, uji homogenitas, uji-t, serta perhitungan N-Gain Score untuk mengetahui efektivitas pembelajaran.

        Hasil penelitian menunjukkan bahwa implementasi model TGT melalui media Magic Card Match terlaksana dengan baik dan berhasil menciptakan suasana pembelajaran yang lebih aktif dan menyenangkan. Keaktifan belajar siswa meningkat secara signifikan, terlihat dari perubahan kategori partisipasi siswa dari rendah menuju sedang dan tinggi. Peningkatan hasil belajar siswa juga terbukti secara statistik melalui uji independent sample t-test pada nilai posttest, di mana diperoleh nilai signifikansi sebesar 0,000 < 0,05, yang menunjukkan adanya perbedaan signifikan antara hasil belajar siswa kelas eksperimen (XI-4) dan kelas kontrol (XI-3). Selain itu, nilai rata-rata N-Gain Score siswa kelas XI-4 mencapai 0,6486 atau 64,86%, yang berada pada kategori sedang menuju tinggi. Temuan ini mengindikasikan bahwa model TGT berbantuan media Magic Card Match efektif dalam meningkatkan keaktifan dan hasil belajar siswa secara signifikan pada mata pelajaran geografi.

Kata kunci : Team Games Tournament, Magic Card Match, Keaktifan siswa, Hasil belajar, Geografi 

ABSTRACT

        The problems in this study depart from the low activeness and learning outcomes of students in learning geography, especially on the material of the distribution of Indonesian flora and fauna. Students tend to be passive, less involved in class discussions, and have difficulty in understanding the material because the learning methods used are still conventional and less interactive. Based on this, this study aims to: (1) describe the implementation of the Team Games Tournament (TGT) model through Magic Card Match media in learning geography class XI, (2) analyze the increase in student learning activeness after the implementation of the model, and (3) test the differences in learning outcomes between experimental and control classes.

        This study used a quantitative approach with a quasi-experimental method. The population in this study were 11th grade students of SMA Muhammadiyah 8 Gresik, with samples consisting of XI-4 class as the experimental class and XI-3 class as the control class. The sampling technique was done by purposive sampling. Data collection was done through observation, tests (pretest and posttest), and documentation. The research instruments included observation sheets of student activeness, pretest-posttest questions to measure learning outcomes, and validation sheets to test the feasibility of media and instruments. Data analysis techniques used include normality test, homogeneity test, t-test, and N Gain Score calculation to determine the effectiveness of learning.

        The results showed that the implementation of the TGT model through Magic Card Match media was well implemented and succeeded in creating a more active and fun learning atmosphere. Student learning activeness increased significantly, as seen from the change in the category of student participation from low to medium and high. The increase in student learning outcomes is also statistically proven through the independent sample t-test on posttest scores, where a significance value of 0.000 <0.05 is obtained, indicating a significant difference between the learning outcomes of experimental class (XI-4) and control class (XI-3) students. In addition, the average N-Gain Score of students in class XI-4 reached 0.6486 or 64.86%, which is in the medium to high category. These findings indicate that the TGT model assisted by Magic Card Match media is effective in significantly improving student activeness and learning outcomes in geography subjects.

Keywords: Team Games Tournament, Magic Card Match, Student activeness, Learning outcomes, Geography.