Pengaruh Model Pembelajaran Kooperatif Teams Games Tournament Berbasis Wordwall terhadap Hasil Belajar Siswa pada Materi Ekosistem

Deliya Purnama Putri; Herkules Abdullah

doi:10.36312/biocaster.v6i4.1722

Authors

Deliya Purnama Putri Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Herkules Abdullah Program Studi Pendidikan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia

DOI:

https://doi.org/10.36312/biocaster.v6i4.1722

Keywords:

Learning Outcomes, Ecosystem Components, Cooperative Learning, Team Games Tournament, Wordwall

Abstract

This study aims to determine the effect of the Teams Games Tournament (TGT) type cooperative learning model based on Wordwall on the learning outcomes of grade X IPA students of Pangeran Antasari Senior High School on the material of ecosystem components and their interactions. Ecosystem material contains concepts that require understanding and visualization, so a learning model is needed that can actively involve students and utilize interactive media to support conceptual understanding. This study uses a quantitative method of the quasi-experimental type with a pretest-posttest control group design. The research sample was determined through a saturated sampling technique of two grades of X IPA, namely the experimental class (34 students) who were treated with the TGT model based on Wordwall and the control class (34 students) who were given direct instruction learning. Data were collected using a multiple-choice learning outcome test that had been tested for validity, reliability, discriminatory power, and difficulty level. The data were then analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, and independent sample t-test. The results showed that the average pretest scores of the two classes were not significantly different, namely 25.74 in the experimental class and 23.24 in the control class. Meanwhile, the average posttest score for the experimental class reached 83.24, higher than the control class's score of 54.26. The independent t-test results showed a significance value of 0.001 (<0.05), thus rejecting H0 and accepting Ha. These findings indicate that the implementation of the Wordwall-based TGT model significantly impacted student learning outcomes. The combination of cooperative learning, academic competition, and digital gamification can be an alternative to create more interactive biology learning and support students' understanding of ecosystems.

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