Implementation of the Team Games Tournament (TGT) model in fostering self-efficacy in ipas learning in elementary school
Keywords:
implementation, TGT, self-efficacy, ipas, SDN Cipondoh 2Abstract
Self-efficacy is an individual's belief in his or her ability to complete a task that will affect the individual's motivation and results. Students who have low self-efficacy will stay away, close themselves off, and easily become discouraged in following the learning process. Not limited to self-efficacy, the use of conventional learning models that are less effective is also an inhibiting factor. The cooperative learning model of the TGT type is one of the approaches that can increase student participation through group work to achieve learning goals. This research was motivated by the researcher's observation of the low self-efficacy of several grade V students of SDN Cipondoh 2 when participating in learning. The gap in this research compared to the previous research is the focus on the implementation and implications of the TGT model in fostering students' self-efficacy in science learning. The purpose of this study is to analyze how the implementation and implications of the TGT type cooperative learning model in fostering students' self-efficacy in science learning class V SDN Cipondoh 2. This research was carried out using the Classroom Action Research (PTK) method. The results of the study showed an increase in self-efficacy in cycles I, II, and III. These findings show that the TGT model can be a relevant alternative in fostering student self-efficacy, especially in social studies learning at SDN Cipondoh 2.
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