The Effectiveness of Classical Guidance Service of the Cooperative Learning Model of Game Tournament Type (TGT) in Increasing Student Learning Motivation
DOI:
https://doi.org/10.31538/tijie.v6i4.2009Keywords:
Classical Guidance, Cooperative Learning Model, Motivation To Learn, Team Game TournamentrdsAbstract
Learning motivation is an internal drive that plays a crucial role in determining students academic achievement. To enhance this motivation, one effective strategy is the use of classical guidance services with the cooperative learning model, specifically the team game tournament (TGT) type. This study aims to: (1) analyze differences in students' learning motivation before and after receiving classical guidance services using the TGT model, (2) compare the learning motivation between the experimental group and the control group, and (3) assess the effectiveness of special treatment on the experimental group compared to the control group without such treatment. This research employed a quantitative approach using a quasiexperimental design. The population consisted of 334 students at SMP Negeri 1 Rengat, with a sample of 63 students selected through purposive sampling. A Likertscale questionnaire was used as the instrument to measure students' learning motivation. Data were analyzed using nonparametric statistical tests, including the Wilcoxon test and the Mann Whitney U test, with the aid of SPSS version 20. The results indicate a significant improvement in the learning motivation of students in the experimental group after receiving classical guidance services based on the TGT model. Furthermore, there was a significant difference between the experimental and control groups, with the experimental group achieving a higher average posttest score. Thus, classical guidance services using the cooperative learning model, specifically the team game tournament type, are proven to be effective in enhancing students' learning motivation.
Downloads
References
Aulia, D. (2022). Penyusunan Program BK di Tingkat SMA. Education & Learning, 2(2), 92–97.
Aulia, D. (2024). E-book Integrated Video Tutoring with Symbolic Modelling Techniques to Increase the Self-control of Bullying Perpetrators. Bisma The Journal of Counseling, 8(1), 27–35.
Aulia, D., & Yusuf, A. M. (2021). The Effectiveness Of Cognitive Behavior Therapy Stress Inoculation On Student Stress Management At Sman 1 Pangkalan Kerinci: Array. Literasi Nusantara, 2(1a), 481–490.
BSNP. (2019). Laporan Hasil Ujian Nasiona l 2019. BSNP.
Cherniss, C. (2001). Emotional intelligence and organizational effectiveness. In C. Cherniss & D. Goleman (Eds.), The Emotionally Intelligent Workplace (pp. 3–12). Jossey-Bass.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Fimala, Y., Firman, F., & Desyandri, D. (2021). Hubungan Motivasi Belajar dengan Hasil Belajar Siswa di Sekolah Dasar. Jurnal Pendidikan Tambusai, 5(1), 145–149.
Firman, F. (2015). Efektivitas Layanan Informasi dengan Menggunakan Media Audio Visual dalam Meningkatkan Sikap Siswa terhadap Kedisiplinan Sekolah.
Firman, F., Neviyarni, N., & Irdamurni, I. (2019). Penggunaan Model Pembelajaran Tgt (Teams Games Tournament) untuk Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran Matematika di Sekolah Dasar. Jurnal Neo Konseling, 2(1).
Harumbina, D. A., Khoirunnisa, D. R., & Maryam, S. (2022). Bimbingan Klasikal: Meningkatkan Motivasi Belajar Siswa. Assertive: Islamic Counseling Journal, 1(1), 61–75.
Haryanto, B. (2018). Pengaruh Metode Pembelajaran Terhadap Motivasi Belajar Siswa. Jurnal Ilmu Pendidikan, 10(1), 12–20.
Isjoni, H. (2014). Cooperative Learning, Efektifitas Pembelajaran Kelompok.
Johnson, D. W., & Johnson, R. T. (1987). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (2nd ed.). Prentice Hall.
Kemendikbudristek. (2022). Laporan Hasil Asesmen Nasional 2022. Kemendikbudristek.
Maisyarah, E., & Firman, F. (2019). Media Permainan Ular Tangga, Motivasi Dan Hasil Belajar Peserta Didik Di Sekolah Dasar. Jurnal Pendidikan, 4(1), 32–38.
Marini, N. (2013). Peningkatan Kemampuan Membaca Ekstensif melalui Model Teams Games Tournament (Tgt) Siswa Kelas Viii. 7 Sekolah Menengah Pertama Negeri 19 Palembang. Jurnal FKIP.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2020). TIMSS 2019 International Results in Mathematics and Science. TIMSS & PIRLS International Study Center.
Mulyani, E. (2019). Hubungan Antara Prestasi Akademik dan Motivasi Belajar Siswa. Jurnal Psikologi Pendidikan Dan Perkembangan, 12(1), 34–42.
Neviyarni, N., & Irianto, A. (2016). Efektivitas Layanan Bimbingan Kelompok untuk Meningkatkan Motivasi Belajar dan Mengurangi Perilaku Membolos Siswa. Konselor, 3(4), 180–195.
Neviyarni, S., & Nirwana, H. (2024). Efforts To Increase Student Learning Motivation From A Psychological Perspective. Journal Of Psychology, Counseling And Education, 2(1), 11–21.
Nurfarhanah, N. (2012). Implikasi Teori Perkembangan Kognitif Dalam Kegiatan Belajar. Pedagogi: Jurnal Ilmu Pendidikan, 12(2), 12–17.
OECD. (2019). PISA 2018 Results: Combined Executive Summaries. OECD Publishing.
Ridwan, A., & Sumadi, S. (2017). Upaya meningkatkan motivasi, kreativitas, dan prestasi belajar IPA dengan implementasi model pembelajaran kooperatif tipe jigsaw. Wiyata Dharma: Jurnal Penelitian Dan Evaluasi Pendidikan, 5(1), 44–48.
Rosidah, R. (2017). Layanan bimbingan klasikal yang efektif dalam pengembangan peserta didik. Jurnal Ilmiah Konseling, 6(1), 55–62.
Rustam. (2018). Model pembelajaran TGT dalam meningkatkan hasil belajar dan tanggung jawab siswa. Jurnal Pendidikan Karakter, 8(2), 211–223.
Sardiman, A. M. (2019). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali Pers.
Slavin, R. E. (2009). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Boston: Allyn & Bacon.
Tabroni, I., & Qutbiyah, S. M. (2022). Strategi Pembelajaran PAI Dalam Meningkatkan Motivasi Belajar Di Masa Pandemi COVID-19 Di SMP Plus Al-Hidayah Purwakarta. Jurnal Pendidikan Dasar Dan Sosial Humaniora, 1(3), 353–360.
Uno, H. B. (2007). Teori Motivasi dan Pengukurannya. Jakarta: Bumi Aksara.
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12, 1–23.
Wilujeng, S. (2013). Peningkatan aktivitas dan hasil belajar siswa melalui model teams games tournament (TGT). Journal of Elementary Education, 2(1).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ayu Puspa Devi, Neviyarni Neviyarni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Tafkir: Interdisciplinary Journal of Islamic Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://pasca.jurnalikhac.ac.id/index.php/tijie/index.
