The Effect of Team Games Tournament in Biology for Students in Second Semester Grade XI of SMAN 15 Medan Academic Year 2014/ 2015 on Their Learning Outcome, Motivation, and Retention
Abstract
The aims of this research were investigated the effect of Team Games Tournament on students’
(1) Motivation, (2) Learning Outcome, (3) Memory Retention. Two classes of students from one
school in Medan as control (conventional learning) and experimental class (TGT). Students’
leaning outcome were measured with multiple choice and essay test (pretest and post- test).
Data of students’ motivation were derived from questionnaire filled by students, and students
memory retention were measured by retention test after 21 days. The data were analyzed with
ANCOVA by using SPSS v.19 software package for Windows, AnatesV4- New software, and
SYSTAT. Results showed that Team Games Tournament did not have significantly affected
students’ model (F= 0.771; P= 0.383), corrected model (F=1.532; P= 0.214 ), sex (F= 0.930; P=
0.338) and the interaction between model and sex (F= 1.612 ; P= 0.208) but, it was significant
in the students intercept (F=3523.514 , P= 0.000) for the motivation of students in pretest. The
corrected model (F= 11.774; P= 0.000), intercept (F= 4923.363; P= 0.000), and model (F=
30.042; P= 0.000) were very significant, but sex (F= 0.489; P= 0.486) and the interaction
between model and sex (F= 0.25; P= 0.874) were not significant for motivation of students in
post- test. The corrected model (F= 1.667; P= 0.182), model (F= 0.277; P= 0.601), sex (F=
3.488; P= 0.66), and interaction between model and sex (F= 0.216; P= 0.274) were not
significant, but it was significant in students intercept (F= 4505.125; P= 0.000) for learning
outcome in pretest. The corrected model (F= 14.067; P= 0.000), intercept (F= 11908.631; P=
0.000), model (F= 14.433; P= 0.000), sex (F= 4.979; P= 0.000), and interaction between model
and sex (F= 4.979; P= 0.29) were very significantly for learning outcome of students in posttest,
and the corrected model (P= 90.968; F= 0.000), intercept (P= 53702.422; F= 0.000), model
(P= 196.175, F= 0.000), and intercation between model and sex (P= 10.414; F= 0.002) were
significant, but it was not significant for sex (F= 0.216, P= 0.643) to students’ memory retention
Keyword : Motivation. Learning Outcome, Retention, Team Games Tournament
(1) Motivation, (2) Learning Outcome, (3) Memory Retention. Two classes of students from one
school in Medan as control (conventional learning) and experimental class (TGT). Students’
leaning outcome were measured with multiple choice and essay test (pretest and post- test).
Data of students’ motivation were derived from questionnaire filled by students, and students
memory retention were measured by retention test after 21 days. The data were analyzed with
ANCOVA by using SPSS v.19 software package for Windows, AnatesV4- New software, and
SYSTAT. Results showed that Team Games Tournament did not have significantly affected
students’ model (F= 0.771; P= 0.383), corrected model (F=1.532; P= 0.214 ), sex (F= 0.930; P=
0.338) and the interaction between model and sex (F= 1.612 ; P= 0.208) but, it was significant
in the students intercept (F=3523.514 , P= 0.000) for the motivation of students in pretest. The
corrected model (F= 11.774; P= 0.000), intercept (F= 4923.363; P= 0.000), and model (F=
30.042; P= 0.000) were very significant, but sex (F= 0.489; P= 0.486) and the interaction
between model and sex (F= 0.25; P= 0.874) were not significant for motivation of students in
post- test. The corrected model (F= 1.667; P= 0.182), model (F= 0.277; P= 0.601), sex (F=
3.488; P= 0.66), and interaction between model and sex (F= 0.216; P= 0.274) were not
significant, but it was significant in students intercept (F= 4505.125; P= 0.000) for learning
outcome in pretest. The corrected model (F= 14.067; P= 0.000), intercept (F= 11908.631; P=
0.000), model (F= 14.433; P= 0.000), sex (F= 4.979; P= 0.000), and interaction between model
and sex (F= 4.979; P= 0.29) were very significantly for learning outcome of students in posttest,
and the corrected model (P= 90.968; F= 0.000), intercept (P= 53702.422; F= 0.000), model
(P= 196.175, F= 0.000), and intercation between model and sex (P= 10.414; F= 0.002) were
significant, but it was not significant for sex (F= 0.216, P= 0.643) to students’ memory retention
Keyword : Motivation. Learning Outcome, Retention, Team Games Tournament
Full Text:
PDFDOI: https://doi.org/10.24114/jpp.v3i4.4005
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