Application of TGT Type Cooperative Learning to Improve Islamic Religious Education Learning Outcomes in Class IV SD Negeri 001 Bangun Purba

Abstract

One sign of a skilled teacher is their ability to choose acceptable teaching models and strategies. The choice of teaching methods has a considerable impact on students' learning processes. Students' motivation suffers when classes rely exclusively on memory without defined objectives. In contrast, well-structured learning with defined goals boosts student excitement and, eventually, improves academic success. A well-designed educational method helps pupils to maximize their potential, which improves their learning outcomes.

Initial observations at SD Negeri 001 Bangun Purba indicated a number of concerns with Islamic Religious Education (PAI) training. First, the teaching style was boring, resulting in poor student engagement, with just 25% actively engaged. Second, academic performance remained low, with 18 of 24 pupils (75%) failing to meet the Minimum Mastery Criterion (SKBM) of 70.

The study discovered that using the Team Games Tournament (TGT) cooperative learning paradigm greatly enhanced students' PAI learning results. The average improvement from the pre-study phase to Cycle I was 33%, and from Cycle I to Cycle II it improved by 38%. The percentage of students gaining mastery increased from 58% in Cycle I to 96% in Cycle II, illustrating TGT's effectiveness in improving learning outcomes. The findings indicate that the TGT model promotes an interactive and engaging learning environment, making it an effective technique for increasing student involvement and academic success in PAI at the basic level.