Implementing Teams Games Tournament (TGT) to Improve Grade VI Students' Mathematics Learning Outcomes on Integer Operations

Abstract

The mathematics learning outcomes of sixth-grade students at SDN 3 Pujodadi, Pardasuka District, Pringsewu Regency, in the 2025/2026 academic year were considered low. This condition was caused by teacher-centered learning processes and the use of conventional teaching methods, which resulted in limited student participation and learning activities. Based on pre-cycle observations involving 22 Grade VI students, the class mean score was 58.40, and only approximately 36% of students achieved the Minimum Mastery Criteria (MMC) of 70. This study aimed to improve students' mathematics learning outcomes on integer arithmetic operations through the implementation of the cooperative learning model Teams Games Tournament (TGT). This research employed classroom action research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using learning achievement tests and student activity observation sheets. The results indicated that the mean score increased from 70.00 in Cycle I to 83.64 in Cycle II, while mastery learning percentage rose from 22.73% to 95.46%. The implementation of TGT was associated with improved learning outcomes within this classroom context. Therefore, the TGT learning model can be considered as an effective instructional alternative for improving mathematics learning outcomes of elementary school students on integer arithmetic operations.