Implementation of the Teams Games Tournament (TGT) Cooperative Learning Model Using Modified Invasion Games to Enhance the Active Participation of Grade V-A Students at SD Negeri Betet 3
DOI:
https://doi.org/10.29303/goescienceed.v7i4.3403Keywords:
Teams-Games-Tournament, Invasion Games, Active Participation, Physical Education, Elementary SchoolAbstract
This study aims to enhance students' active participation by implementing the Teams Games Tournament (TGT) cooperative learning model through modified invasion games within Physical Education, Sports, and Health (PJOK) lessons. The study employed a Classroom Action Research (CAR) design conducted over two cycles, with each cycle comprising two sessions. The subjects were 28 students from class V-A at SD Negeri Betet 3. Data were collected using an active participation observation sheet consisting of 10 items across five indicators: engagement in activities, physical movement, execution of tasks and roles, initiative and responsiveness, and group interaction. The instrument was validated by two experts, achieving an average Aiken’s V score of 0.92. The instructional intervention combined elements of basketball and handball—modified to increase opportunities for students to move, perform roles, respond to game situations, communicate, and collaborate. The results indicate that the percentage of active participation rose from 58.75% in the pre-cycle stage to 60.27% in Cycle I and 66.07% in Cycle II. An overall increase of 7.32 percentage points demonstrates that the minimum success threshold of 61% was achieved by Cycle II. Thus, implementing the TGT model through modified invasion games serves as a viable alternative for enhancing student active participation in elementary school PJOK lessons.
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