MENINGKATKAN PEMAHAMAN KONSEP SISWA MELALUI TEAMS GAMES TOURNAMENT (TGT): META ANALISIS

Fitriyane Laila Apriliani Rahmat, S. Suwatno, R. Rasto

Abstract


Tulisan ini bertujuan untuk menganalisis secara khusus tentang upaya meningkatkan pemahaman konsep siswa melalui metode pembelajaran Teams Games Tournament (TGT). Analisis ini didasarkan pada sejumlah artikel yang relevan sebanyak 30 artikel baik yang membahas secara parsial maupun korelasional. Hasil analisis terhadap seluruh artikel tersebut menunjukkan bahwa pembelajaran kooperatif metode Teams Games Tournament  (TGT) dapat meningkatkan pemahaman konsep siswa. Tulisan ini dapat memberikan implikasi bagi guru, untuk menjadikan metode Teams Games Tournament  (TGT) sebagai alternatif pilihan dalam meningkatkan pemahaman konsep siswa.

References


Abdullah, S., & Shariff, A. (2008). The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Laws. Eurasia Journal of Mathematics, Science & Technology Education, 4(4), 387–398.

Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogayakarta: Pustaka Belajar.

Andreev, N. (2006). The Influence of Cooperative Learning on Student Conceptual Understanding in a Course On Biodiversity And Sustainable Development, (July).

Arikunto, S. (2008). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Awan, A. S., & Iqbal, M. Z. (2011). Students Understanding about Learning the Concept of Solution. Journal of Elementary Education, 21(2), 23–34.

Baildon, M., Lin, M., & Chia, G. (2016). Developing Conceptual Understanding in Social Studies Using Technology and Discussion. Humanities and Social Studies Education (HSSE), 5(2), 94–102.

Beyer. (2011). Reverse case study: To think like a nurse. Journal of Nursing Education, 48–50.

Bilgin, I. (2006). The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students ’ Understanding of Chemical Equilibrium Concepts. Journal of Science Education and Technology, 15(1), 31–46. https://doi.org/10.1007/s10956-006-0354-z

CETİN, O. F. (2015). Students ’ perceptions and development of conceptual understanding regarding trigonometry and trigonometric function. Academic Journals, 10(3), 338–350. https://doi.org/10.5897/ERR2014.2017

Chen, C.-H., & Bradshaw, A. C. (2007). The effect of web-based question prompts on scaffolding knowledge integration and ill-structured problem solving. Journal of Research on Technology in Education, 39(4), 359–375.

Dahar, R. W. (2006). Teori-teori Belajar dan Pembelajaran. Bandung: Erlangga.

Devita, D. (2017). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT TERHADAP. Jurnal Pendidikan Dan Teknologi Informasi, 4(1), 191–195.

Downing, Kevin; Kwong, Theresa; Chan, Sui-Wah; Lam, Tsz-Fung; Downing, W.-K. (2009). Problem-Based Learning and the Development of Metacognition. The International Journal of Higher Education and Educational, 57, 609–621.

Gülşen ÇAĞATAY, G. D. (2013). The Effect of Jigsaw-I Cooperative Learning Technique on Students’ Understanding About Basic Organic Chemistry. The International Journal of Educational Researchers, 4(2), 30–37.

Hamzah, M. S. (2010). The Effect of Cooperative Learning With DSLM on Conceptual Understanding and Scientific Reasoning Among form Four Physics Students With Different Motivation Levels. Bulgarian Journal of Science and Education Policy (BJSEP), 4(2), 275–310.

Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60, 627–636.

Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching: Model-model Pengajaran. Yogyakarta: Pustaka Belajar.

Jungst, S.E., Colleti, J.P., & Janette T.R. (2000) ‘Using student-centered learning techniques in forestry classes at Iowa State University’. Third Biennial Conference on University Education in Natural Resources, March 25-28, 2000, University of Missouri, Columbia//Available at http://www.snr.missouri.edu/meetings/uenr/Jungst.pdf

Kennedy, D., Hyland, Á., & Ryan, N. (2009). Learning Outcomes and Competences, 1(18), 1–18.

Knuth, E. J. (2005). Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable. ZDM—International Reviews on Mathematical Education, 37(1), 259–276.

Korn, J. (2014). Teaching Conceptual Understanding of Mathematics via a Hands-On Approach. Liberty University.

Mathe, N. E. H. (2016). Students ’ Understanding of the Concept of Democracy and Implications for Teacher Education in Social Studies. Acta Didactica Norge, 10(2), 271–289.

Mills, S. (2016). Conceptual Understanding : A Concept Analysis. The Qualitative Report, 21(3), 546–557.

Özmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers & Education, 51(1), 423–438.

Ozsoy, N., & Yildiz, N. (2004). The Effect of Learning Together Technique of Cooperative Learning Method on Student Achievement In Mathematics Teaching 7th Class of Primary School. The Turkish Online Journal of Educational Technology, 3(3), 49–54.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.

Sagala, S. (2010). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.

Saleh, S. (2011). The Level of B . Sc . Ed Students ’ Conceptual Understanding of Newtonian Physics. International Journal of Academic Research in Business and Social Sciences, 1(3), 249–256.

Saricayir, H., Ay, S., Comek, A., Cansiz, G., & Uce, M. (2016). Determining Students ’ Conceptual Understanding Level of Thermodynamics. Journal of Education and Training Studies, 4(6), 69–79. https://doi.org/10.11114/jets.v4i6.1421

Savander-ranne, C. (2003). Promoting the Conceptual Understanding of Engineering Students through Visualisation. Global J. of Engng. Educ., 7(2), 189–200.

Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20–26.

Slameto. (2010). Belajar Dan Faktor-Faktor Yang Mempengaruhinya. Jakarta: PT Rineka Cipta.

Slavin. (2008). Cooperative Learning, Teori, Riset dan Prakti. Bandung: Nusa Media.

Sudaryono. (2012). Dasar-dasar Evaluasi Pembelajaran. Yogyakarta: Graha Ilmu.

Sugiarti, A. A. S. (2012). Pengaruh Penerapan Model Pembelajaran Kooperatif GI terhadap Pemahaman Konsep Kimia dan Kemampuan Berpikir Kreatif Siswa SMAN 3 Denpasar. Jurnal Penelitian Pascasarjana UNDIKSHA, 2(1), 1–24.

Taniredja, H. T. (2013). ). Model-model pembelajaran inovatif dan efektif. Bandung: Alfabeta.

Utami, P. (2013). Perbedaan Jigsaw II Dan GI Terhadap Pemahaman Konsep Dan Pemecahan Masalah Pada Kompetensi Mendiagnosis Permasalahan Pengoperasian PC Dan Peripheral Ditinjau Dari Motivasi Belajar. Jurnal Pendidikan Vokasi, 3(2).

Veloo, A., & Chairany, S. (2016). Using Cooperative Teams-Game-Tournament in 11 Religious School to Improve Mathematics Understanding and Communication. Malaysian Journal of Learning and Instruction, 13(2), 97–123.

Veloo, A., & Chairhany, S. (2013). Fostering students ’ attitudes and achievement in probability using teams-games-tournaments. Procedia - Social and Behavioral Sciences, 93, 59–64. https://doi.org/10.1016/j.sbspro.2013.09.152

Wijayanti, A. (2016). Implementasi Model Pembelajaran Kooperatif Tipe Tgt Sebagai Upaya Meningkatkan Pemahaman Konsep Fisika Dasar Mahasiswa Pendidikan IPA. Jurnal Pijar MIPA, XII(1), 15–21.

Wyk, M. M. van. (2011). The Effects of Teams-Games-Tournaments on Achievement , Retention , and Attitudes of Economics Education Students. J Soc Sci, 26(3), 183–193.

Zhonghua, L. (2005). Using contemporary education strategies to improve teaching and learning in a Botany course at Beijing Forestry University. International Journal of Innovation in Science and Mathematics Education, 13(1), 29–34.




DOI: https://doi.org/10.17509/manajerial.v17i2.11783

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Fitriyane Laila Apriliani Rahmat

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Creative Commons License

Jurnal Manajerial is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats