TY  - THES
UR  - https://repository.upi.edu/
AV  - restricted
M1  - other
N2  - Salah satu kunci keberhasilan dalam proses pembelajaran adalah tercapainya hasil belajar yang optimal melalui penerapan model pembelajaran yang tepat dan sesuai dengan karakteristik peserta didik. Namun, hasil observasi di SMAN 21 Bandung menunjukkan bahwa proses pembelajaran geografi masih berpusat pada guru sehingga berdampak pada rendahnya hasil belajar peserta didik. Kondisi tersebut menuntut penerapan model pembelajaran yang lebih aktif dan interaktif guna meningkatkan motivasi serta prestasi belajar siswa. Penelitian ini bertujuan membandingkan penerapan model pembelajaran kooperatif tipe Team Games Tournament (TGT) dengan Student Team Achievement Division (STAD) terhadap hasil belajar peserta didik pada materi interaksi keruangan desa dan kota di SMAN 21 Bandung. Penelitian menggunakan metode kuasi eksperimen dengan desain Non-Equivalent Control Group Design yang melibatkan dua kelas XII IPS sebagai sampel. Kelas eksperimen 1 menggunakan model TGT dan kelas eksperimen 2 menggunakan model STAD. Data dikumpulkan melalui tes pretest dan posttest untuk mengukur peningkatan hasil belajar serta observasi keterlaksanaan pembelajaran. Analisis data dilakukan dengan uji normalitas, homogenitas, dan uji-t untuk mengetahui perbedaan hasil belajar antar kelompok. Hasil penelitian menunjukkan kedua model pembelajaran kooperatif mampu meningkatkan hasil belajar secara signifikan, namun peningkatan pada kelas dengan model TGT lebih tinggi dibandingkan STAD. Disarankan agar guru geografi menerapkan model pembelajaran TGT karena mampu menciptakan suasana belajar yang lebih aktif, menyenangkan, dan bermakna. Penelitian selanjutnya diharapkan menambahkan variabel motivasi dan sikap sosial guna memperluas kajian.

One of the key factors for success in the learning process is achieving optimal learning outcomes through the implementation of appropriate learning models that suit the characteristics of the students. However, observations at SMAN 21 Bandung indicate that the geography learning process is still teacher-centered, which results in low student learning outcomes. This situation calls for the application of more active and interactive learning models to enhance students? motivation and academic achievement. This study aims to compare the implementation of cooperative learning models, namely Team Games Tournament (TGT) and Student Team Achievement Division (STAD), on students? learning outcomes in the material of rural-urban spatial interactions at SMAN 21 Bandung. The research employed a quasi-experimental method with a Non-Equivalent Control Group Design involving two classes of grade XII Social Sciences students as samples. Experimental class 1 used the TGT model, while experimental class 2 applied the STAD model. Data were collected through pretests and posttests to measure the improvement in learning outcomes, along with observations of the learning implementation. Data analysis was conducted using normality tests, homogeneity tests, and t-tests to examine differences in learning outcomes between groups. The results showed that both cooperative learning models significantly improved students? learning outcomes; however, the improvement in the class using the TGT model was higher compared to the STAD model. Based on these findings, it is recommended that geography teachers implement the TGT model as it creates a more active, enjoyable, and meaningful learning atmosphere. Future research is suggested to include variables such as motivation and social attitudes to broaden the scope of the study.
A1  - Rizki Anggaraputra, -
A1  - Epon Ningrum, -
A1  - Asep Mulyadi, -
ID  - repoupi145436
PB  - Universitas Pendidikan Indonesia
Y1  - 2024/07/30/
TI  - PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) DENGAN STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR PESERTA DIDIK
N1  - https://scholar.google.com/citations?hl=en&user=ZzkjxJIAAAAJ 

ID SINTA DOSEN PEMBIMBING:
EPON NINGRUM : 5990289
ASEP MULYADI :  5994685
KW  - Model Pembelajaran
KW  -  Team Games Tournament
KW  -  Student Team Achievement Division
KW  -  Hasil Belajar

Learning Model
KW  -  Team Games Tournament
KW  -  Student Team Achievement Division
KW  -  Learning Outcomes
ER  -