ABSTRAK
Penelitian ini bertujuan untuk meningkatkan : (1) aktivitas belajar siswa
pada materi sistem periodik unsur. (2) hasil belajar siswa pada materi sistem
periodik unsur.
Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua
siklus. Setiap siklusnya terdapat empat tahapan yang terdiri dari perencanaan
tindakan, pelaksanaan tindakan, observasi dan refleksi. Subjek penelitian ini adalah
siswa kelas X MIA 3 SMA Batik 1 Surakarta tahun pelajaran 2014/ 2015. Data
penelitian diperoleh melalui wawancara, observasi, tes dan angket. Teknik analisis
data yang digunakan adalah analisis deskriptif kualitatif.
Hasil penelitian menunjukkan bahwa: (1) penerapan model pembelajaran
Teams Games Tournament (TGT) dengan kartu destinasi dapat meningkatkan
aktivitas belajar siswa. Peningkatan aktivitas belajar siswa dapat dilihat dari
kenaikan persentase siswa sebesar 72,27% pada siklus I dan meningkat menjadi
75,76% pada siklus II. (2) penerapan model pembelajaran Teams Games
Tournament (TGT) dengan kartu destinasi dapat meningkatkan hasil belajar siswa.
Peningkatan hasil belajar siswa dapat dilihat dari kenaikan persentase pada
kompetensi pengetahuan dan sikap. Hasil belajar kompetensi pengetahuan sebesar
44,18% pada siklus I dan meningkat menjadi 79,07% pada siklus II. Hasil belajar
kompetensi sikap sebesar 77,47% pada siklus I meningkat menjadi 82,26% pada
siklus II.
Kata kunci :Teams Games Tournament, kartu destinasi, hasil belajar, aktivitas
belajar, sistem periodik unsur
ABSTRACT
The purposes of this research were to improve : (1) the student learning
activities in subject matter periodic system of elements. (2) the student learning
outcomes in subject matter periodic system of elements.
This research was classroom action research which consists of two cycles.
Each cycle consist of four steps of planning, action, observation and reflection. This
subject research was the student of class X MIA 3 SMA Batik 1 Surakarta on
academic year 2014/2015. The data was obtained through interview, observation,
test and questionaire. The data was analyzed using qualitatif desciptive analyze.
The result research showed that: (1) the implementation of Teams Games
Tournament (TGT) learning model with destinantion card can improve the student
learning activities. The improvement of student learning activities can be seen from
the increase of the student percentage was 72,27% in the first cycle and increased to
75,76% in the second cycle. (2) the implementation of Teams Games Tournament
(TGT) learning model with destinantion card can improve the student learning
outcomes. The improvement of student learning outcomes can be seen from the
increase of the percentage in the competence of knowledge and attitude. The
learning outcome of knowledge competence was 44,18% in the first cycle and
increased to 79,07% in the second cycle. The learning outcome of attitude
competence was 77,47% in the first cycle and increased to 82,26% in the second
cycle.
Key words :Teams Games Tournament, destination card, the learning outcomes, the
learning activities, periodic system of elements
