PENGARUH MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT (TGT) TERHADAP MINAT BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KELAS XI DI SMA NAHDLATUL ULAMA PALEMBANG

Abstrak

This research was conducted to examine the effect of the Team Games Tournament (TGT) learning model on Grade XI students’ learning interest in History at SMA Nahdlatul Ulama Palembang during the 2025/2026 academic year. The study addressed three research questions: (1) how the Team Games Tournament (TGT) learning model was implemented, (2) what challenges were encountered during its implementation, and (3) how the Team Games Tournament (TGT) learning model affected students’ learning interest. This study employed a quantitative approach using a quasi-experimental method. The population consisted of 181 Grade XI students, while the sample included 69 students, comprising 37 students from Class XI.3 as the experimental class and 32 students from Class XI.5 as the control class. Data were collected through observation, interviews, questionnaires, and documentation. Data were analyzed using normality, homogeneity, and hypothesis tests. The findings showed that: (1) the TGT learning model on the topic of the Pacific War and the fall of the Dutch East Indies to Japan was implemented through three stages: introduction, core activities, and closing. Students completed a pre-test, studied in heterogeneous groups, participated in academic games and tournaments using the Quizizz application, and completed a post-test. (2) The challenges encountered included forming heterogeneous groups, unequal student participation, limited instructional time, and internet connectivity issues, which were addressed through teacher guidance, group monitoring, effective time management, and classroom management. (3) The TGT learning model had a significant positive effect on students’ learning interest, as indicated by the higher post-test mean score of the experimental class (89.22) compared with the control class (78.20), leading to the rejection of H? and acceptance of H?. Integrating the TGT learning model with the Quizizz application in History learning, particularly on the topic of the Pacific War, represents an approach that has rarely been explored in similar studies. The findings provide empirical evidence that digitally integrated cooperative learning effectively enhances students’ learning interest. Furthermore, the results offer an innovative instructional alternative for teachers, support schools in implementing student-centered learning, and serve as a reference for future research on cooperative learning models in History education.