MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA MELALUI MODEL TEAMS GAMES TOURNAMENT (TGT) BERBASIS PEMBELAJARAN BERDIFERENSIASI PADA MURID KELAS VIII C SMPN 7 BANJARMASIN

IMPROVING INDONESIAN LANGUAGE LEARNING OUTCOMES THROUGH THE TEAMS GAMES TOURNAMENT (TGT) MODEL BASED ON DIFFERENTIATED LEARNING IN GRADE VIII C STUDENTS OF SMPN 7 BANJARMASIN

Abstract

Abstrak

Penelitian ini bertujuan menjelaskan peningkatan hasil belajar Bahasa Indonesia murid kelas VIII C pada materi “Mengenal Pidato” melalui penerapan model Teams Games Tournament (TGT) berbasis pembelajaran berdiferensiasi. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 30 murid dengan teknik pengumpulan data berupa tes, observasi, dan dokumentasi yang dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa model TGT berbasis pembelajaran berdiferensiasi efektif dalam meningkatkan hasil belajar murid. Mengingat adanya peningkatan hasil belajar baik secara kelompok maupun individu. Nilai rata-rata kelompok meningkat dari 63,75 pada pra-siklus menjadi 91,25 pada siklus II dengan ketuntasan 100%. Sementara itu, nilai rata-rata individu meningkat dari 61,33 menjadi 96 dengan ketuntasan belajar mencapai 100%.

Abstract

This study aims to explain the improvement of Indonesian language learning outcomes of class VIII C students on the topic "Understanding Speech" through the application of the Teams Games Tournament (TGT) model based on differentiated learning. This study is a Classroom Action Research (CAR) which was carried out in two cycles, each including the planning, action, observation, and reflection stages. The research subjects were 30 students with data collection techniques in the form of tests, observations, and documentation which were analyzed quantitatively and qualitatively. The results of the study indicate that the TGT model based on differentiated learning is effective in improving student learning outcomes. Considering the increase in learning outcomes both in groups and individually. The average group score increased from 63.75 in the pre-cycle to 91.25 in cycle II with 100% completeness. Meanwhile, the average individual score increased from 61.33 to 96 with learning completeness reaching 100%.