The Influence of Teams Games Tournament (TGT) on Students’ Motivation and Collaboration Skills in Learning Acid-Base
Abstract
This study examines the impact of the Teams Games Tournament (TGT) model on students' motivation and collaboration skills in the context of the acid-base topic. Using a quantitative approach with a quasi-experimental pretest-posttest nonequivalent control group design, the study involved 49 students: 28 in the experimental group (TGT model) and 21 in the control group (discovery learning). Two instruments were used: the Science Motivation Questionnaire II (25 items) and the Teamwork Competency Scale (30 items). Data analysis was conducted using the Mann-Whitney U and Wilcoxon tests with SPSS version 30. Results showed a significant increase in learning motivation in the experimental group compared to the control group (p < 0.05), particularly in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. However, no significant difference was found in students' collaboration skills between the two groups (p > 0.05), indicating that the TGT model did not significantly improve collaboration. In conclusion, the TGT learning model is effective in enhancing students' motivation for learning acid-base concepts; however, it does not significantly influence their collaboration skills. These findings suggest that combining TGT with other instructional strategies may be necessary to foster both motivation and collaboration among students.
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DOI: https://doi.org/10.17509/jsl.v8i2.82500
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