MAKALAH MODEL TEAMS GAMES TOURNAMENT

BAB II

PEMBAHASAN

2.1  Kajian Pustaka

2.1.1        Pengertian model TGT ( Teams Games Tournament)

Menurut Kurniasih, (2012) dalam solihah (2016 : 47), “Teams Games Tournament (TGT) adalah salah satu tipe atau metode pembelajaran kooperatif yang mudah di terapkan, melibatkan aktivitas seluruh siswa  tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya dan mengandung unsur permainan”.

Sedangkan menurut Kusumandari, (2011) dalam solihah (2016 : 48), bahwa: “Teams Games Tournament (TGT) merupakan salah satu tipe pembelajaran kooperatif yang menempatkan siswa dalam kelompok-kelompok belajar yang beranggotakan 5-6 orang siswa yang memiliki kemampuan, jenis kelamin dan suku/ras yang berbeda”.

Menurut Slavin (2005) dalam solihah (2016 : 48), “Teams Games Tournament (TGT) pada awalnya dikembangkan oleh David DeVries dan Keith Edwards, ini merupakan metode pembelajaran pertama dari Johns Hopkins”. Model pembelajaran Teams Games Tournament (TGT) adalah metode berkelompok yang mudah di terapkan, melibatkan aktivitas seluruh siswa tanpa harus ada perbedaan status.

Menurut Musyafa dan Djatmiko (2015 : 372 ), Model  pembelajaran  TGT  adalah  salah satu  tipe  atau  model  pembelajaran  kooperatif yang mudah diterapkan, melibatkan aktivitas seluruh siswa tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya dan mengandung unsur permainan dan reinforcement.

Teams-Games-Tournaments (TGT) was originally developed by David DeVries and Keith Edwards (1972) at the Johns Hopkins University. It is a type of cooperative learning method. The students compete with members of other teams to contribute points to their team score. Students compete in at least threeperson “tournament tables” against others with a similar past record in mathematics. After then a procedure changes table assignments to keep the competition fair. The winner at each tournament table brings the same number of points to his or her team, regardless of which table it is; this means that low achievers and high achievers have an equal opportunity for success. High performing teams earn team rewards (Salam and Hossain, 2015 : 4).

According to frianto, et al., (2016 : 75), Team game tournament is an effective technique of cooperative learning wherein groups are created that function in the class for a period of time. This method is one of the learning strategies designed by Robert Slavin for the purpose of review and mastery in the learning. This method was basically to increase student’s skills, increase interaction and self-esteem between students. In this technique the students study in the class. The materials are supplied and are taught in groups or individually through different activities. The students after receiving the material review it and then bring 2-6 points from their study into their assigned groups. Since the tournament is based on a material there is a specific answer.

Team game tournament (TGT) is an effective technique of cooperative learning, thus, in groups are created that cooperative function in the class room for a period of time (Frianto et al, 2016). Cooperative learning with the TGT has similarities to STAD (Student Team Achievement Division) method in group formation and delivery of material, but TGT replaces quiz with tournaments or competitions where students play games or academic games with team members or other groups to contribute points for team or group scores. A teammate or group will help each other in preparing for the game by studying activity sheets and explaining problems with each other, but when students are playing in games, other friends should not help, and teachers need to make sure they happen to be responsible answer individually (Slavin in Ritonga, 2017 : 120).

TGT (Tim Game Tournament) adalah salah satu tipe pembelajaran kooperatif yang menempatkan siswa dalam kelompok-kelompokbelajar yang beranggotakan 5 sampai 6 orang siswa yang memiliki kemampuan,jenis kelamin dan suku kata atau ras yang berbeda.Guru menyajikan materi,dan siswa bekerja dalam kelompok mereka masing-masing (Sunarto,2010:62-63).

According to Kagan (1994), Teams-Games-Tournament, one of the cooperative learning techniques, is defined as “a carefully structured sequence of teaching-learning activities, a blend of three educational techniques-small groups, instructional games, and tournaments”. It is designed to complement regular instruction in upper elementary, junior and senior high school classrooms (Yopita, 2017 : 23 ).

Menurut Kagan (1994), Teams-Games-Tournament, salah satu teknik pembelajaran kooperatif, didefinisikan sebagai "urutan kegiatan belajar-mengajar yang disusun secara cermat, perpaduan tiga teknik pendidikan - kelompok kecil, permainan instruksional, dan turnamen" . Ini dirancang untuk melengkapi instruksi reguler di kelas atas sekolah dasar, SMP dan SMA (Yopita, 2017: 23).

Teams-Games-Tournaments, originally developed by David DeVries and Keith Edwards, was the first of the Johns Hopkins cooperative learning methods.it uses the same teacher presentations and team work as in STAD, but replaces the quizzes with weekly tournaments, in wich students play academic games at threee-person “tour nament tables” with other similiar past records in mathematics. A “bumping” procedure keeps the games fair.  The stop scorer at each tournament table bring sixty points to his or her team, regardless of which table it is;this means that low achivers (playing with other low achiviers) and high achivers (playing with other high achivers) have equal opportunities for success. As in STAD, high performing teams earn certificates or other forms of team rewards.

Metode TGT ini di kembangkan oleh Slavin dan rekannya, penerapan metode ini hampir sama dengan STAD dalam hal komposisi kelompok, format intruksional, dan lembar kerjanya. Perbedaannya adalah komposisi kelompok pada STAD berdasarkan kemampuan,ras,etnis,dan gender, sedangkan pada TGT hanyalah berfokus pada tingkat kemampuannya saja. Selain itu, pada STAD yang igunakan adalah kuis, sedangkan pada TGT diganti dengan game akademik. TGT sering digunakancdengan kombinasi pembelajaran metode STAD. Menurut Slavin, TGT dsn STAD bisa dilaksanakan secara bergantian. Teknis pelaksanaan TGT mirip dengan STAD yaitu persentasi kelas (sama seperti  dalam STAD), tim(pembentuakan tim berdasarkan tingkat kemampuan yang berbeda), tahap ketiga,yaitu turnamen atau game akademik, danrekognisi tim (sama seperti STAD). Setelah turnamen pertama, siswa akan bertukar meja tergantung pada kinerja mereka pada turnamen yang terakhir. Pemenang pada tiap meja akan naik tingkat ke meja berikutnya yang lebih tinggi dan siswa yang mempunyai skor terendah diturunkan tingkatanya. Setelah turnamen atau game akademik selesai, maka dilakukan rekognisi tim. Skor tim dihitung berdasarkan skor turnamen anggota tim. Turnamen merupakan perbedan antara STAD dan TGT, pada STAD dinamakan dengan kuis. Turnamen merupakan struktur di mana game akademik berlangsung. Turnamen berlangsung setelah dosen memberikan persentasi kelas, dan tim sudah belajar kelompok terhadap lembar kegiatan kelompok. Pada turnamn pertama pengajar harus mendapatkan siswanya berada pada meja turnamen. Tiga siswa berprestasi tinggi pada meja 1, tiga berikutnya pada meja 2, dan seterusnya (Huriah, 2018: 69-70).

Metode TGT ini di kembangkan oleh Slavin dan rekannya, penerapan metode ini hampir sama dengan STAD dalam hal komposisi kelompok, format intruksional, dan lembar kerjanya. Perbedaannya adalah komposisi kelompok pada STAD berdasarkan kemampuan,ras,etnis,dan gender, sedangkan pada TGT hanyalah berfokus pada tingkat kemampuannya saja. Selain itu, pada STAD yang igunakan adalah kuis, sedangkan pada TGT diganti dengan game akademik. TGT sering digunakancdengan kombinasi pembelajaran metode STAD. Menurut Slavin, TGT dsn STAD bisa dilaksanakan secara bergantian. Teknis pelaksanaan TGT mirip dengan STAD yaitu persentasi kelas (sama seperti dalam STAD), tim(pembentuakan tim berdasarkan tingkat kemampuan yang berbeda), tahap ketiga,yaitu turnamen atau game akademik, danrekognisi tim (sama seperti STAD). Setelah turnamen pertama, siswa akan bertukar meja tergantung pada kinerja mereka pada turnamen yang terakhir. Pemenang pada tiap meja akan naik tingkat ke meja berikutnya yang lebih tinggi dan siswa yang mempunyai skor terendah diturunkan tingkatanya. Setelah turnamen atau game akademik selesai, maka dilakukan rekognisi tim. Skor tim dihitung berdasarkan skor turnamen anggota tim. Turnamen merupakan perbedan antara STAD dan TGT, pada STAD dinamakan dengan kuis. Turnamen merupakan struktur di mana game akademik berlangsung. Turnamen berlangsung setelah dosen memberikan persentasi kelas, dan tim sudah belajar kelompok terhadap lembar kegiatan kelompok. Pada turnamn pertama pengajar harus mendapatkan siswanya berada pada meja turnamen. Tiga siswa berprestasi tinggi pada meja 1, tiga berikutnya pada meja 2, dan seterusnya (Huriah, 2018: 69-70).

      TGT has many of the same dynamics as STAD, but adds a dimension of excitement contributed by the use of games. Teammates help one another prepere for the games by studying worksheets and explaining problems to one another, but when students are playing the games their teammaters cannot help them, ensuring individual accountability. The same materials used in STAD may also used in TGT-the STAD quizzes are used as games in TGT. Some teacher prefer TGT because of its fun and activity, while others prefer the more purely cooperative STAD, and many combine the two.

TGT is an innovative, small group teaching technique. The method is grounded in current theory,applies to diverse problems and settings,  and provideds clear criteria for evaluating program effects. The technique alters the traditional classroom structure and gives each student an equal opportunity to achieve and to receive positive reinforcement from peers by capitalizing on team coorperation, the popularity  of games, and the spirit of the competitive tournaments. Group reward structures setup a learning situtation wherein the performance of each group member furthers the overall group goals. This has been found shown to increase individual members’ support for group performance, to increase performance itself under a veriety of similar cir to be successful in helping students acquire and relain knowledge in such areas as nutrition, alcohol, and drug abuse ( Wordarski and feit 2011).

TGT adalah teknik pengajaran kelompok kecil yang inovatif. Metode ini didasarkan pada teori saat ini, berlaku untuk beragam masalah dan pengaturan, dan memberikan kriteria yang jelas untuk mengevaluasi efek program. Teknik ini mengubah struktur kelas tradisional dan memberikan setiap siswa kesempatan yang sama untuk mencapai dan menerima penguatan positif dari rekan-rekan dengan memanfaatkan kerjasama tim, popularitas permainan, dan semangat turnamen kompetitif. Struktur ganjaran kelompok mengatur suatu situtasi pembelajaran di mana kinerja setiap anggota kelompok akan meningkatkan keseluruhan gol kelompok. Ini telah ditemukan terbukti meningkatkan dukungan anggota individu untuk kinerja kelompok, untuk meningkatkan kinerja itu sendiri di bawah a veriety dari cir serupa untuk menjadi sukses dalam membantu siswa memperoleh dan mendapatkan pengetahuan di bidang-bidang seperti nutrisi, alkohol, dan penyalahgunaan obat (Wordarski dan feit 2011).

TGT is similar to STAD, but instead of quizzes, the students play academic games competing with individuals of the same level of ability. At the tournament, students are assigned to three person ability-homogeneous tournament tables. To ensure fair competition at each tables, three students with the highest past performance scores are assigned to Table 1, the next three to Table 2 and so on. Students at the tables are competing as representatives of their teams. The winners at each tournament table bring the same number of points to their teams. Hance high-or low-achievers have equal opportunities to success. At the end of the tournament, the teacher prepares a newsletter to recognize successful teams. CIR and TAI are two other Student Team Learning methods but are designed for particular subjects and grade levels. TAI is designed mathematics at grades 3-6 while CIRC is for reading and writing at grades 3-5(Tan, Ivy Geok-Chin, dkk. 2006 : 8).

Teams-Games-Tournament, or TG, optimizes content, mastery through both competition and coorperation. In a TGT lesson, student at different ability levels work together in study teams to review ke content and help each other shore up gaps in their learning. Student then leave their study teams to complete in an academic tournament with students from other study teams. During the tournament, students gain points for their study team by answering questions and challenging other players’ answers. Thus, the study teams that are not cooperative-that do the best job of  preparing all members to succeed in competition-earth most points ( F. Silver, Harvey,dkk. 2007 : 57-58 ).

Teams-Games-Tournament, atau TG, mengoptimalkan konten, penguasaan melalui kompetisi dan coorperation. Dalam pelajaran TGT, siswa pada tingkat kemampuan yang berbeda bekerja bersama dalam tim belajar untuk meninjau isi dan membantu saling mengisi kesenjangan dalam pembelajaran mereka. Siswa kemudian meninggalkan tim studi mereka untuk menyelesaikan dalam turnamen akademik dengan siswa dari tim studi lainnya. Selama turnamen, siswa mendapatkan poin untuk tim studi mereka dengan menjawab pertanyaan dan menantang jawaban pemain lain. Dengan demikian, tim studi yang tidak kooperatif-yang melakukan pekerjaan terbaik untuk menyiapkan semua anggota untuk berhasil dalam poin paling kompetitif di bumi (F. Silver, Harvey, dkk. 2007: 57-58).

TGT is an innovative, small group teaching technique. The method is grounded in current theory,applies to diverse problems and settings,  and provideds clear criteria for evaluating program effects. The technique alters the traditional classroom structure and gives each student an equal opportunity to achieve and to receive positive reinforcement from peers by capitalizing on team coorperation, the popularity  of games, and the spirit of the competitive tournaments. Group reward structures setup a learning situtation wherein the performance of each group member furthers the overall group goals. This has been found shown to increase individual members’ support for group performance, to increase performance itself under a veriety of similar cir to be successful in helping students acquire and relain knowledge in such areas as nutrition, alcohol, and drug abuse ( Wordarski and feit 2011).

TGT adalah teknik pengajaran kelompok kecil yang inovatif. Metode ini didasarkan pada teori saat ini, dan memiliki berbagai masalah dan pengaturan, dan memberikan kriteria yang jelas untuk mengevaluasi efek program. Teknik ini mengubah struktur kelas tradisional dan memberikan kesempatan yang sama untuk mencapai penguatan positif dan positif dari karyawan dengan bekerja sama dalam popularitas, popularitas permainan, dan semangat turnamen kompetitif. Struktur hadiah grup mengatur suatu situtasi pembelajaran di mana kinerja setiap anggota grup akan meningkatkan keseluruhan gol grup. Ini telah ditemukan terbukti meningkatkan dukungan anggota individu untuk kinerja kelompok, untuk mendapatkan dan belajar tentang nutrisi, alkohol, dan penyalahgunaan narkoba (Wordarski dan feit 2011).

2.1.2        Fungsi Model TGT ( Teams Games Tournament)

TGT (team-games-tournaments) ini merupakan salah satu model pembelajaran kooperatif. Dalam pembelajaran kooperatif tersebut, siswa diharapkan mampu mengkontruksi dan menyusun pengetahuan sendiri. Tujuan yang ingin dicapai bukan hanya kemampuan akademik dalam pengertian penguasaan bahan pelajaran, tetapi juga adanya unsur kerja sama untuk penguasaan materi tersebut. Adanya kerjasama inilah yang menjadi ciri khas pembelajaran kooperatif. Pembelajaran kooperatif TGT memungkinkan siswa dapat belajar lebih rileks di samping menumbuhkan tanggung jawab, kerjasama, persaingan sehat, dan keterlibatan belajar ( Sari, 2011 : 817-818).

model pembelajaran yang dapat mengaktifkan siswa adalah model pembelajaran kooperatif  tipe TGT. Model pembelajaran TGT yang dikembangkan oleh Robert Slavin dalam pembelajaran ini, siswa dibagi dalam kelompok kecil, teknik belajar ini menggabungkan kelompok belajar dengan kompetensi tim dan dapat digunakan untuk meningkatkan pembelajaran beragam fakta, konsep dan keterampilan. Pembelajaran dengan model ini akan merangsang keaktifan siswa, sebab siswa dituntut berpartisipasi dalam suatu kelompok untuk berkompetisi menyelesaikan tugas-tugas akademik (Purwati dalam kamariyah, 2016 : 79).

Aktivitas belajar dengan permainan yang dirancang dalam pembelajaran kooperatif model TGT memungkinkan siswa dapat belajar lebih rileks disamping menumbuhkan tanggung jawab, kejujuran, kerja sama, persaingan sehat dan keterlibatan belajar (Musyafa dan Djatmiko, 2015 : 372 ).

According to Gonzalez and Arturo, et al.,(2014 : 8 – 9) The main objectives of the TGT are:

1.      To allow students to practise the material imparted in lectures and bring early awareness of potential difficulties, 

2.      To emphasize and meet learning outcomes (which the facilitator aligns with team goals when providing the rules for defining the questions), 

3.      To encourage all students to learn and achieve the learning outcomes if they want their team to succeed. Given that “higher individual score = better team score”, students will like to contribute to the team and work harder. 

4.      To strengthen the role of the student as a team player, as students will help one another to improve the team performance, 

5.      To make the learning experience more enjoyable, given that students will see learning as ‘social’ instead of ‘isolated’.

Menurut Gonzalez dan Arturo, dkk., (2014: 8 - 9) Tujuan utama TGT adalah:

6.      1. Untuk memungkinkan siswa untuk mempraktekkan materi yang disampaikan dalam kuliah dan membawa kesadaran awal akan kesulitan yang potensial,

7.      2. Untuk menekankan dan memenuhi hasil pembelajaran (yang fasilitator selaras dengan tujuan tim ketika memberikan aturan untuk mendefinisikan pertanyaan),

8.      3. Untuk mendorong semua siswa untuk belajar dan mencapai hasil pembelajaran jika mereka ingin tim mereka berhasil. Mengingat bahwa "skor individu yang lebih tinggi = skor tim yang lebih baik", siswa akan suka berkontribusi pada tim dan bekerja lebih keras.

9.      4. Untuk memperkuat peran siswa sebagai pemain tim, karena siswa akan saling membantu untuk meningkatkan kinerja tim,

10.  5. Untuk membuat pengalaman belajar lebih menyenangkan, mengingat bahwa siswa akan melihat belajar sebagai 'sosial' daripada 'terisolasi'.

       In cooperative TGT, the students play academic games with other team members to seek points that will contribute towards group (Veloo, 2016). The TGT strategy brings together group and cooperation in learning. In cooperative learning of TGT type, students with different abilities and sexes are made into a team or group of 4 to 5 students. As one of TGT's cooperative learning strategies is very easy to implement, it involves the activities of all students without having to distinguish between status differences, involving students as peer tutors, and the existence of reinforcement elements (reinforcement). The ease of implementation of TGT is caused in the absence of supporting facilities that must be available such as equipment or special room. In addition to being easy to implement in its application TGT also involves the activities of all students to obtain the desired concept (Ritonga, 2017 : 121).

      Dalam TGT kooperatif, siswa memainkan permainan akademik dengan anggota tim lain untuk mencari poin yang akan berkontribusi terhadap kelompok (Veloo, 2016). Strategi TGT menyatukan kelompok dan kerja sama dalam pembelajaran. Dalam pembelajaran kooperatif tipe TGT, siswa dengan kemampuan dan jenis kelamin berbeda dibuat menjadi tim atau kelompok yang terdiri dari 4 hingga 5 siswa. Sebagai salah satu strategi pembelajaran kooperatif TGT sangat mudah dilaksanakan, ini melibatkan kegiatan semua siswa tanpa harus membedakan antara perbedaan status, melibatkan siswa sebagai tutor sebaya, dan keberadaan elemen penguatan (penguatan). Kemudahan implementasi TGT disebabkan karena tidak adanya fasilitas pendukung yang harus tersedia seperti peralatan atau ruangan khusus. Selain mudah diterapkan dalam penerapannya TGT juga melibatkan kegiatan semua siswa untuk memperoleh konsep yang diinginkan (Ritonga, 2017: 121).

  The purpose of TGT is to create an effective classroom environment in which all students get actively involved in the teaching and learning process and consistently receive encouragement for a successful performance. The TGT structure exhibits both competition and cooperation in a way that promotes peer group rewards for academic achievement. It is demonstrated by altering the social organization of the classroom in two ways. First, it creates interdependency among students. Second, it makes it possible for all students, despite different learning rates, to have an equal chance to succeed at an academic task. TGT provides a flexible design which can be implemented for individualized learning, independent learning, and group instruction. Its focus is on individual performance, which in turn contributes to group performance.  ( Yopita,2017 : 23 ).

      Tujuan TGT adalah untuk menciptakan lingkungan kelas yang efektif di mana semua siswa terlibat aktif dalam proses belajar mengajar dan secara konsisten menerima dorongan untuk kinerja yang sukses. Struktur TGT menunjukkan persaingan dan kerja sama dengan cara yang mempromosikan penghargaan kelompok sebaya untuk pencapaian akademik. Ini ditunjukkan dengan mengubah organisasi sosial kelas dengan dua cara. Pertama, menciptakan interdependensi di antara para siswa. Kedua, itu memungkinkan bagi semua siswa, meskipun tingkat belajar yang berbeda, memiliki kesempatan yang sama untuk berhasil pada tugas akademis. TGT menyediakan desain yang fleksibel yang dapat diimplementasikan untuk pembelajaran individual, pembelajaran mandiri, dan instruksi kelompok. Fokusnya adalah pada kinerja individu, yang pada gilirannya memberikan kontribusi pada kinerja kelompok. (Yopita, 2017: 23).

2.1.3        Langkah – langkah Model TGT ( Teams Games Tournament)

Pada Teams Games Tournament (TGT) tidak terdapat kuis yang biasa digunakan dalam model pembelajaran kooperatif lain. Sebagai penggantinya, diadakan turnamen akademik setelah penyajian materi di kelas selesai. Dalam turnamen ini, siswa berkompetisi dengan anggota kelompok lain untuk mendapatkan poin yang akan disumbangkan pada skor kelompok.Turnamen memungkinkan siswa dari semua tingkat untuk menyumbangkan dengan maksimal skor-skor bagi kelompoknya jika mereka berusaha dengan maksimal, hal ini dikarenakan siswa berkemampuan akademik rendah dan tinggi mempunyai peluang yang sama untuk memperoleh prestasi, baik sebagai individu maupun anggota kelompok (solihah, 2016 : 48)

Menurut Sutirman (2013) dalam solihah (2016 : 48-49), langkah-langkah model pembelajaran TGT ialah:

a.       Persentasi materi Pada awal pembelajaran guru hendaknya memberikan motivasi, apersepsi dan menyampaikan tujuan pembelajaran. Kemudian guru menyampaikan materi pelajaran yang sesuai dengan indikator kompetensi yang harus dikuasai oleh siswa. Penyampaian materi dapat secara langsung melalui ceramah oleh guru, dapat pula dengan paket media pembelajaran audiovisual yang berisi materi yang sesuai.

b.      Pembentukan kelompok Setelah materi disampaikan oleh guru di depan kelas, selanjutnya dibentuk kelompokkelompok siswa. Kelompok terdiri dari 4-5 orang yang bersifat heterogen dalam hal prestasi belajar, jenis kelamin, suku, maupun lainnya. Setiap kelompok diberi lembar kerja atau materi dan tugas lainnya untuk didiskusikan dan dikerjakan oleh kelompok. Kesuksesan setiap anggota kelompok akan menjadi faktor keberhasilan kelompok.

c.       Game turnamen Setelah siswa belajar dan berdiskusi dalam kelompok, selanjutnya dilakukan permainan lomba (turnamen) yang bersifat akademik untuk mengukur penguasaan materi oleh siswa. Permainan yang dilakukan adalah semacam lomba cerdas cermat, dengan peserta perwakilan dari setiap kelompok. Soal dapat diberikan dalam bentuk pertanyaan lisan atau dalam bentuk kartu soal yang dipilih secara acak. Teknis pelaksanaan permainan turnamen ini adalah dimulai dengan guru merangking siswa dalam setiap kelompok. Selanjutnya menyiapkan meja turnamen sebanyak jumlah anggota dalam kelompok. Jika tiap kelompok beranggotakan 4 orang, maka disiapkan empat meja. Meja pertama diisi oleh siswa dengan rangking pertama di setiap kelompok, meja kedua diisi oleh siswa dengan rangking kedua di setiap kelompok, meja ketiga diisi oleh siswa dengan rangking ketiga di setiap kelompok, meja keempat diisi oleh siswa dengan rangking empat di setiap kelompok. Setiap siswa dapat berpindah meja berdasarkan prestasi yang diperolehnya pada turnamen. Siswa yang memperoleh nilai tertinggi pada setiap meja naik ke meja yang lebih tinggi tingkatnya. Siswa yang peringkat kedua tetap di meja semula, sedangkan siswa dengan nilai terendah turun ke meja yang lebih rendah tingkatnya.

d.      Penghargaan kelompok  Perolehan skor anggota kelompok dirata-rata menjadi skor kelompok. Individu dan kelompok yang mencapai kriteria skor tertentu mendapat penghargaaan.

Menurut Slavin dalam Sunarto (2010:62-63).,pembelajaran koopratif tipe TGT terdiri atas 5 langkah tahapan,yaitu tahap penyajian kelas (class precentation),pembelajaran dalam kelompok (teams), permainan (games), pertandingan(tournament), dan perhargaan kelompok(team recognition). Berdasarkan apa yang di ungkakan oleh slavin, model pembelajaran cooperative tipe TGT memili ciri-ciri berikut :

a.              Siswa bekerja dalam kelompok-kelompok kecil

Siswa di tempatkan dalam kelompok-kelompok belajar yang beranggotakan 5 sampai 6 orang yang memiliki kemampuan,jenis kelamin,dan suku atau ras yang berbeda.Dengan adanya heterogenitas anggota kelompok, diharapkan dapat memotivasi siswa untuk saling membantu antar siswa yang berkemampuan lebih dengan siswa yang berkemampuan kurang dalam menguasai materi pelajaran.

b.             Games tounamen

Dalam permainan ini setiap siswa yang besaing merupakan wakil dari kelompoknya. Siswa yang memilki kelompoknya, masing-masing di tempatkan dalam meja-meja turnamen. Dalam setiap meja turnamen di usahankan setiap peserta mogen.

c.              Penghargaan kelompok

Langkah pertama sebelum memberikan penghargaan kelompok adalah menghitung rata-rata skor kelompok. Untuk memilih rerata skor kelompok dilakukan dengan cara menjumlahkan skor yang diperoleh masing-masing anggota kelompok dibagi dengan banyaknya anggota kelompok.

According to Soetjipto (2013) in Frianto, et L.,(2016 : 75), Team Game Tournament procedure is as follows 1) teachers divide students into groups of 4-5 heterogeneous students; 2) in the tournament table, students are grouped according to the respective ability level; 3) students occupy the tournament table guided judges and auxiliary judges; 4) carry out the tournament; 5) scoring.

According to Slavin, cooperative learning TGT consists of five stages: class presentation stage, teams, games, tournament, and team recognition. Based on what are disclosed Slavin, then the model of cooperative learning TGT has characteristics as follows: a) students work in small groups; b) tournament games; and c) the groups awarding. (in Rusman in Frianto, et al.,2016 : 75).

According Soetjipto in Frianto, et al., ( 2016 : 75 ), Team Game Tournament rules are as follows 1) the game begins sequentially and alternately; 2) participants get a turn choosing cards as desired; 3) problem is read out loud by a jury; 4) if difficult card is answered correctly obtain +3, wrong -3, pass = 0, the medium card if being answered correctly +2, wrong -2 = pass 0, the easy card if answered correctly +1, wrong-1 pass = 0; 5) if the participants do not dare answer, then the question will be thrown to the other participants until the last participant; 6) if all participants cannot answer, then the judge will read out the answer key; 7) after the game finished fellow judges gathered to calculate the score.

According to Gonzalez and Arturo, et al.,(2014 : 9), A TGT is organised to facilitate sharing of those questions among students as follows:

1.      The facilitator introduces the topic in lectures. This introduction lays the basis for the partial or full accomplishment of a learning outcome.

2.      Students work in small teams to prepare questions and their answers related to the topic and in agreement with specific guidelines provided by the facilitator that aim to meet the learning outcome.

3.      Students answer questions proposed by other team.

4.      Students are assigned scores according to their individual performance (quality of proposed questions and accuracy of answers) and their team performance (based on how their answers compared to answers by other team).

According to Gonzalez and Arturo, et al.,(2014 : 4 – 5), TGT was developed by DeVries & Edwards in the early 70’s [15-17]. It aims to promote learning by dividing the class into teams which play against each other, and it has been employed in Schools at all grade levels. A traditional way of applying TGT consists of forming the teams according to the academic ranking of the members, so that the teams are balanced in average performance. Then, each member of a team sits in a different table (according to the academic ranking) meeting other members of other teams of similar ranking [18-21]. The facilitator has a number of questions/answers (typically in a card format) prepared for each table. In each table, one of the students reads the question, and the other students can “pass” or “challenge” the question. If a student that has challenged the question gets the answer right, he gets a score that will add up to his/her individual score and that of his/her team. The student to read the question and check the answer is changed for every new question. Given the nature of the material in CVEN30150 and CVEN40150 where calculations are required and answers cannot be immediate, such a traditional pass-challenge TGT approach would not be feasible and a number of novelties are incorporated to suit time constraints and allow participation of all students. 

According to Ritonga ( 2017 : 121 – 122), Steps in the Implementation of Cooperative Learning TGT Type (Teams Games Tournament).According to Etin and Raharjo (2007: 20) in general there are 5 main components in the application of TGT model, they are:

1.      Class Presentations At the beginning of the lesson, the teacher presents the material in class presentation or often also called class presentation. This activity is usually done by direct instruction or by a teacher-led lecture. At the time of presenting this class, the student should really pay attention and understand the material presented by the teacher, as it will help the students work better during group work and at the time of game because game score will determine group score.

2.      Group (Teams) Groups usually consist of 4 to 5 students whose members are heterogeneous in terms of academic achievement, gender and race or ethnicity. The group function is to deepen the material with the group's friends and more specifically to prepare the group members to work properly and optimally during game. After the teacher presents the class presentation, the group (team or study group) is in charge of studying the worksheet. In this group learning the students' activities are discussing problems, comparing answers, checking, and correcting the mistakes of their friend's concepts if a group friend made a mistake.

3.      Games  The game consists of questions relevant to the material, and is designed to test students' knowledge of classroom presentation and group learning. Most games consist of simple numbered questions. This game is played on the table of the tournament or race by 3 students representing the team or group respectively. The student selects the numbered card and tries to answer the question according to the number. Students who correctly answer the question will get a score. These scores are later collected students for a tournament or weekly race.

4.      Tournament or Contest  Tournaments or competitions are learning structures, where games happen. Usually tournaments or competitions are done at the end of the week or on each unit after the teacher makes a class presentation and the group is already working on the student worksheet. The teacher's first tournament or contest divides the students into several tournament or race tables. The three highest students of his achievement are grouped on table I, the next three students on table II and beyond.

5.      Group Award (Team Recognition) After the tournament or race ends, the teacher then announces the winning group, each team or group will get a certificate or prize if the average score meets a predetermined criteria. Team or group gets the nickname "Super Team" if the average score 50 or more, "Great Team" if the average reaches 50-40 and "Good Team" if the average less than 40. This can please the students for the achievements they have made.

According to Ritonga ( 2017 : 122), the scenario in this TGT model is as follows:

1.      The instructors explain the goals to be achieved and present the material to be discussed that day. Then instructors create a heterogeneous student group of 4-5 people, then provide the subject information and the mechanism of the activity.

2.      Prepare a table of tournaments or contests sufficiently, e.g, 10 tables and for each table occupied by 4 students with equal ability, the first table filled by students with the highest level of each group and so on until the tenth table occupied by the lowest level students. The determination of each student sitting at a particular table is the result of a group agreement.

3.      Next is the implementation of tournaments or competitions, each student takes the question card that has been provided on each table and do it for a certain period (e.g, 3 minutes). Students can work on more than one problem and the results are examined and assessed, resulting in a score of tournaments or contests for each individual and at the same time the original group score. Students at each table of the tournament or race in accordance with the scores obtained are given title (title) of superior, very good, good and medium.

4.      Likewise for tournaments or third-fourth races, and so on. And shifting seats at the tournament or race table according to the title, the superior students in the same tournament table or race group, as well as for the tournament or other contest table filled by students of the same degree.

5.      After completion count the scores for each group of origin and individual scores, reward groups and individuals

TGT was Slavin’s original version of co_operation learning ( DelVries dan Slavin, 1978). It similar to STAD in that you present information to learnes and then they help one another learn. The different is that the quinezzes are replaced with tournaments in which learnes compete with members of other teams in order to gain points for their home team. To use this strategy you would follow these steps :

1.      Follow steps 1 to 5 that STAD approach.

2.      While the learnes are learning in their groups, review your records of their learning progress over the past few lesson so that you can classify each  learner as low, medium or high achiver at this time and for this  aspect of their learning. (Remember the ORE principle that learnes learn at different rates and in different ways and do not fall into the trap of thinking that a learner lacks ability simply because she/he is behind the learning of other members of the class at this time.)

3.      When is time to check on what the learnes have learned, select three at a time for the ‘tournament’. The tree learnes should be from the same category ( low, medium or high achievers), but from different groups.

4.      Pose a series of questions ( perharps four) to the ‘contestans’ who will be trying to be the first to answer (just like a quiz show on TV)

5.      At the end of the round (after four questions, or more if you need a ‘tie breaker’) the winner earms one point for his/her team regardless of how many questions they answered correctly or how difficult the questions were.

By having the high compete against one another and low achivers complete against another, each team member has an equal chance of scoring team points. Learnes do not have to complete against the same people each week, particularly if some are making rapid progress in the subject and others are making slow progress. You decided each week who  will competein each round of the tournaments of the groups and individuals who are learning well.

TGT is suited to the same types of subject matter and learning outcomes as STAD. It requires a little more organization than STAD, but can be very motivating for learnes. A variation to TGT is to have the learnes complete against one another as teams rather than as individuals-the teams try to be first to answer the questions. This woks best when three is not much difference in the abilities and learning progress of the learnes in the class, otherwise it become dominated by the high achievers ( Killen, Roy. 2006 : 197 ).

Feed teacher Toni Johnson uses Teams-Games-Tournaments to help students master content and review before unit test. Currently, Toni and her students are nearing the end of a unit a Freench geography and culture. For the tournament, Toni prepares the following materials ( F. Silver, Harvey,dkk. 2007 : 57-58 ).

·         Several decks of question cards. Each deek contains the same. 35 question cardsin four separate categories: geography; cultural customs and heritage ; conjugation ; and translation; ( See Figure 4.1 for a sampling of question card.

·         A corresponding answer sheet, with answers cued by number to each question card

·         A review and study worksheet focused on the content of the tournament to help students prepare for the competition

2.1.4        The tournament in TGT ( Teams Games Tournament)

Sebelum turnamen dimulai, guru mererangkan secara ringkas konsep-konsep pembelajarannya. Tahap selanjutnya adalah pembentukan kelompok secara heterogen, dimana setiap kelompok terdiri dari 4-5 siswa. Setiap kelompok bertugas untuk mendalami materi secara bersauru berfungsi sebagai fasilitator dan mediator. Setelah selesai diskusi, siswa ditugaskan pada meja-meja tournament atau pertandingan untuk 3 sampai 4 siswa yang memiliki kemampuan akademis yang hampIr sama (Mariyangningsih,2018:48-49).

The TGT consists of three matches (24th October, 7th and 21st November for CVEN30150, and 27th September, 1st November and 22nd November for CVEN40150). The duration of each match is 2 hours. The pairing for the 1st match is drawn at random. Ideally all teams would have faced each other once, but due to time constraints (more teams than available time slots for matches), the remaining matches are established according to the Swiss pairing system. In the Swiss system, winners are pitted against winners, losers are pitted against losers, and so on. This arrangement is in the spirit of CL where teams must be evenly matched according to academic strength. In subsequent matches, each team faces an opponent with the same, or almost the same points. No team is paired up with the same opponent twice. A win counts as 3 points, a draw as 1 point and no points are granted for a loss towards the general classification. In the final classification, the teams are ranked according to the points accumulated across all their matches. Organisation of a 2-hr Match Session  The tables in the project room are organised in such a way that the members of each team can sit together and separated from other teams. Initially, the facilitator provides a hand-out with the requirements for the question/s deemed to be suitable for the match, typically related to specific learning outcomes being dealt with at lectures. For the last match where final rankings will be decided, the entire syllabus is reviewed, and questions meeting any of the learning outcomes are accepted (Gonzalez and Arturo, et al.,(2014 : 10 - 11).

During the 1st hour, each team member must prepare his/her own question and the answer to that question. Different pages must be submitted for the question and for the answer, labelled with the student’s and team’s name at the top of each first page. The total number of questions produced by each team is equal to the number of members of the team. In this way, it is ensured everybody participates and the question is solvable within the allocated time. Students are allowed to take as reference examples available in lectures but they will be penalised if using too similar parameters or asking for something trivial. The more creative and original the question, the higher mark they will get. The use of external sources such as books or web-based resources during the match is strictly forbidden to ensure a fair competition (i.e., all students must use the same basic means: lecture notes and course material available online). Although team mates should give priority to their own question, they can help each other for this task (Gonzalez and Arturo, et al.,2014 : 11). 

At the end of the 1st hour, the team captain collects questions and answers by all students to forward them to the facilitator. Following a short break (at which the facilitator separates and stores the answers of the 1st hour), the proposed questions are distributed to the members of the opponent team (according to the draw). In case of unbalanced number of players between two teams, two players are asked to answer the same question. Each team is then given one hour to provide answers (as many as team members). At the end of the 2nd hour, the facilitator collects all questions and answers (Gonzalez and Arturo, et al., 2014 : 11).

2.1.5        Roles of the Facilitator (teacher) in TGT ( Teams Games Tournament)

According to Gonzalez and Arturo, et al., (2014 : 12-13), The roles of the facilitator include:

1.      To provide a prior knowledge in lectures that serves the basis for the topic to be dealt with in the respective matches.

2.      To get the tournament started, to establish and to clarify rules and concepts.

3.      To contribute to integrate members of each team, promote participation and commitment and relieve any strain within or between teams.

4.      To encourage and support teams and act as a source of information available to the students.

5.      To act as a referee during the game, i.e., to decide if a question is valid or not. A significant difference with other approaches is that questions are proposed by the students, which can lead to a number of conflicts such as the possibility of the question being unclear, incomplete, inappropriate or not achievable within the allocated time. 

6.      To decide the outcome of a match, i.e., if an answer by a team is better, equal or worse than the answer by a second team. The facilitator will judge questions and answers on the basis of clarity, complexity, and level of understanding and reflection. In this process, it will become possible to compare the student’s perception of what is important and what is not, to that of the facilitator. The facilitator will be able to evaluate if the right thing has been transmitted. 

7.      To provide feedback to the teams. Selected games including questions and corrected answers (signalling typical errors) will be scanned and uploaded online and discussed in lectures. Only the

names of those students that score are revealed to emphasize their contribution to the team.

8.      To keep accurate and periodic records of individual performances.

9.      To recognize team scores in form of an updated classification table. Following a match, the table is uploaded and made available online and eventually reported in lectures.

2.1.6        Kelebihan dan kelemahan Model TGT ( Teams Games Tournament)

Menurut Suarjana (2000) dalam Ekocin (2011) dalam solihah (2016 : 49) menyatakan model pembelajaran Teams Games Tournament (TGT) memiliki beberapa kelebihan di antaranya:

(a) lebih meningkatkan pencurahan waktu untuk tugas,

(b) mengedepankan penerimaan terhadap perbedaan individu,

(c) dengan waktu yang sedikit siswa dapat menguasai materi secara mendalam,

(d) proses belajar mengajar berlangsung dengan keaktifan dari siswa,

(e) motivasi belajar lebih tinggi, serta

(f) mendidik siswa untuk berlatih bersosialisasi dengan orang lain.

Model pembelajaran

kooperatif tipe TGT unggul dalam membantu siswa memahami konsep-konsep sulit. Pembelajaran kooperatif juga memberikan efek terhadap sikap perbedaan antar-individu baik ras maupun ragam budaya ( Wiwit, dkk, 2012 : 72).

According to Gonzalez and Arturo, et al.,(2014 : 17 - 18), Compared to a traditional tutorial format as described before, in the proposed TGT format:

1.      Students are more focused and interact more. In the 1st match, the facilitator noticed more discussion among the 3rd year’ students than the more mature 4th year’s, although, overall, students worked rather individually, doing their own thing, without paying too much attention to their team mates. In the 2nd and further matches, the attitude changed, and students shared knowledge with their peers and supported each other significantly. This is in agreement with previous research that indicates a minimum period of exposure to CL is necessary before becoming efficient in developing critical thinking and social skills [34, 35]. Initially, it could have been thought that those teams composed of only Civil Engineering students or only Structural Engineers with Architecture would perform better than more academically heterogeneous teams given that they knew each other longer and probably worked together in the past. The latter could have been a trigger to experience the positive effects of CL from an early start. However, there was a close competition without a team that clearly stood above the others. 

2.      Students are more enthusiastic and appear to enjoy more themselves. After completing a session they would let us know they were looking forward to the results of the matches or an anecdotic “Good Game!” would be pointed by a student to a student of other team. From the 2nd match onwards, students appear relaxed and often make their opponents smile on the challenge they are confronting them with.

3.      There is a higher level of participation and commitment. All students participate and they do it in an original way, proposing a different question and answer. They do so as they are aware otherwise they or their team will not be rewarded and assessed positively. In traditional tutorials involving group work, the danger of having a reduced number of people doing most of the work is considerably higher.

4.      A valuable and relatively large database of questions and corrected answers (including typical errors or misconceptions) is generated and made available online to all students. This database is a relative measure of how far critical thinking and level of reflection has been developed compared to other. approaches with fixed questions and answers.

As quoted from DeVries (1980: 5), TGT works for several reasons as a teaching technique. First, it capitalizes on the cooperative aspects of small groups, the motivational nature of instructional games, the competitive spirit of tournaments and the students’ familiarity with all of these. Second TGT is inexpensive. It does not require costly materials or special facilities. TGT uses only materials and equipment available in most schools – even those whose budgets are limited and it is at home in any kind of physical classroom structure. Third, TGT is easy to implement. It is designed to be used in 30-to-45-minute class periods, in any subject, with elementary and secondary school students, in conventional and experimental classroom arrangements ( Yopita, 2017 : 23 ).

Di dalam TGT juga terdapat kelemahan di antaranya: bagi guru sulitnya mengelompokkan siswa yang mempunyai kemampuan heterogen dari segi akademis, serta adanya siswa berkemampuan tinggi yang kurang terbiasa dan sulit memberikan penjelasan kepada temannya (Suarjana dalam Ekocin  dalam solihah , 2016 : 49)