Efforts to Improve Student Learning Outcomes in Mathematics Learning Using the TGT Model with Dakon Game in Grade III of SDN 02 Koto Nan IV, Pesisir Selatan Regency

Abstrak

This research is motivated by the low learning outcomes of third-grade students at SDN 02 Koto Nan IV in mathematics learning. This issue arises due to several factors in the mathematics learning process in the classroom, including the lack of learning media used by teachers, students’ lack of interest in mathematics, an unengaging learning process, and low student learning outcomes. The purpose of this study is to describe the improvement in third-grade students' learning outcomes using the Team Games Tournament (TGT) model with the Dakon game.The type of research used is Classroom Action Research (CAR). This study was conducted in two cycles, with each cycle consisting of two meetings. The research instruments include an observation sheet for teacher activities and a test sheet for learning outcomes. The subjects of this study were 19 third-grade students at SDN 02 Koto Nan IV, Pesisir Selatan Regency. Mathematics is one of the compulsory subjects taught in elementary school. According to Hudoyo (2003:24), mathematics is a tool for developing thinking skills. Therefore, mathematics is essential both for daily life and for keeping up with advances in science and technology. Based on Harjoko's research (2013:2), there are two important elements in the learning process: the learning model and learning media. The learning model functions as a conceptual framework that designs the learning process in the classroom, covering planning, implementation, and evaluation. Meanwhile, learning media serve as supporting tools that influence the learning climate and conditions. The Dakon game can facilitate and help students understand learning concepts, especially in division material. This, in turn, helps improve students' learning outcomes. According to Wibowo (as cited in Kurniati, 2024:86), media play a crucial role and have a significant impact on creating an effective teaching and learning process. Through this game, students can perform calculations independently by engaging with the media, thereby supporting teachers in achieving more effective and efficient learning objectives. This type of research is Classroom Action Research (CAR). Classroom Action Research is a study that describes the cause-and-effect relationship when a treatment is applied, explains what happens during the treatment, and outlines the entire process from the initial implementation to its impact.There are four stages in Classroom Action Research: planning, implementation, observation, and reflection. The data presented in this study consist of the results of teacher activity observations and student learning outcome tests. Observations were conducted to assess improvements in the teaching process carried out by the teacher, while the learning outcome tests were used to measure the improvement in students' learning outcomes in mathematics. In this study, the researcher acted as the teacher, assisted by one observer, Mrs. Sesrinawati, S.E. (third-grade teacher). This study concludes that the Team Games Tournament (TGT) model with the Dakon game in mathematics learning for third-grade students at SDN 02 Koto Nan IV has led to an improvement in student learning outcomes. The assessment of the teacher activity observation sheet in Cycle I was 90%, which increased to 97.5% in Cycle II. As for student learning outcomes, the average score in Cycle I was 55.78, with a mastery percentage of 42.11% (8 students). In Cycle II, the average score increased to 83.15, with a mastery percentage of 78.94% (15 students). This indicates that the implementation of mathematics learning using the Team Games Tournament (TGT) model with the Dakon game in third grade at SDN 02 Koto Nan IV, Pesisir Selatan Regency, was effective in improving student learning outcomes.