PENGARUH MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN APLIKASI QUIZIZZ TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS V SD NEGERI 03 JATEN TAHUN PELAJARAN 2025/2026
DOI:
https://doi.org/10.23969/jp.v11i3.59262Keywords:
Teams Games Tournament (TGT), Quizizz, mathematics learning outcomes.Abstract
This study was conducted to examine the effect of the Teams Games Tournament (TGT) learning model assisted by the Quizizz application on the mathematics learning outcomes of fifth-grade students at SD Negeri 03 Jaten during the 2025/2026 academic year. A quantitative approach was employed using a quasiexperimental method with a nonequivalent control group design. The study involved 84 fifth-grade students, with Class VB assigned as the experimental group and Class VC as the control group through purposive sampling. Data were gathered using pretests and posttests. The research instrument was confirmed to be valid and reliable, with a Cronbach's Alpha coefficient of 0.794. Data analysis included descriptive statistics, N-Gain analysis, and the Mann-Whitney U test using IBM SPSS Statistics 27. The findings revealed that the experimental group achieved a higher mean posttest score (76.82) than the control group (64.25). Furthermore, the average N-Gain score of the experimental group was 0.56 (moderate category), whereas the control group obtained 0.25 (low category). The Mann-Whitney U test produced an Asymp. Sig. (2-tailed) value of 0.024 (<0.05), indicating that the implementation of the Teams Games Tournament (TGT) learning model assisted by Quizizz had a significant effect on the mathematics learning outcomes of fifthgrade students at SD Negeri 03 Jaten during the 2025/2026 academic year.
Downloads
References
Al Wahida, S. Y., Sobiruddin, D., & Dimyati, A. (2024). Effect of the TGT Learning Model Assisted by Quizizz on Students’ Mathematical Problem-Solving Ability. Edumatica: Jurnal Pendidikan Matematika, 14(1), 51–60. https://doi.org/10.22437/edumatica.v14i01.31080
Ananda, A. W., Suryanti, H. H. S., & Rahman, I. H. (2023). Pengaruh model Problem Based Learning (PBL) disertai media Quizizz terhadap hasil belajar muatan pelajaran IPA pada siswa kelas V SD Negeri Madyotaman No. 38 Surakarta Tahun Pelajaran 2022/2023. Jurnal Pendidikan Tambusai.
https://doi.org/10.31004/jptam.v7i2.9259
Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP). (2024). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 032/H/KR/2024 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Asyifa, H., Efendi, U., Muhisom, & Destini, F. (2025). Pengaruh model kooperatif tipe TGT berbasis Quizizz terhadap hasil belajar Pendidikan Pancasila siswa kelas III SD Negeri 1 Metro Barat. Civics: Jurnal Pendidikan Pancasila dan Kewarganegaraan, 10(1). https://doi.org/10.36805/civics.v10i01.10096
Diah, R., & Siregar, N. (2023). Pengaruh model pembelajaran TGT (Teams Games Tournament) modifikasi metode GASING terhadap hasil belajar matematika siswa. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 1033–1042. https://doi.org/10.62775/edukasia.v4i2.386
Sihite, M. S. R., & Situmorang, S. M. (2024). Belajar dan pembelajaran. Malang: PT Literasi Nusantara Abadi.
Slavin, R. E. (2005). Cooperative learning: Teori, riset, dan praktik. Bandung: Nusa Media.
Sudianto, S., & Ismayanti, S. (2023). Implementasi teori perkembangan kognitif Jean Piaget dalam pembelajaran matematika. Polinomial : Jurnal Pendidikan Matematika, 2(2), 55–61.
Sugiyono. (2023). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Untari, V., Wicaksono, A. G., & Mustofa, M. (2025). Analisis model pembelajaran kooperatif TGT berbantuan estafet quiz pada kelas V SD Negeri Cengklik. Pendas: Jurnal Ilmiah Pendidikan Dasar, 4(2). https://journal.unpas.ac.id/index.php/pendas/article/view/32933
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
