THE IMPLEMENTATION OF COOPERATIVE LEARNING THROUGH TEAM GAMES TOURNAMENT (TGT) SUPPORTED BY FLASHCARD MEDIA TO INCREASE THE GROSS MOTOR SKILLS OF SLOW LEARNER STUDENTS FROM 4TH GRADERS AT SDN 003 KARANGAN
DOI:
https://doi.org/10.36526/sosioedukasi.v15i3.8936Keywords:
flashcard, gross motor skills, cooperative learning, Team Games Tournament, slow learner.Abstract
This study aimed to discover the increase of gross motor skills of slow learners by using Cooperative Learning through Team Games Tournament with the assistance of flashcard media while attending PJOK (Physical Education, or P.E) subject from the 4th graders at SDN 003 Karangan. The research method used in this study was Classroom Action Research with Kemmis and McTaggart model that was conducted into two cycles. The research subjects were the students identified as slow learners from the 4th graders of SDN 003 Karangan with the total number of 6 individuals. The data collection was done through observation and test of gross motor skills by using Test of Gross Motor Development (TGMD), followed by descriptive quantitative approach through comparison of two cycles. The implementation of learning model was done based on five syntax as follow: 1) class presentation; 2) team building; 3) games; 4) tournament, and; 5) team recognition. For each syntax, flashcard were used as visual media to help students understanding, memorizing, and conducting the movesets. The research findings showed that there was an increase of gross motor skills from the first cycle into the second cycle. The average score was increase by 16,30%, meanwhile, the percentage of classical completeness also increase from 50% on the first cycle into 83,33% on the second cycle, therefore surpassed the criteria limit which was 70%.Based on the research findings, it can be concluded that the implementation of Cooperative Learning through Team Games Tournament with the assistance of flashcard was to increase the gross motor skills for slow learners from the 4th graders at SDN 003 Karangan. This study was considered success because it fulfilled the criteria and indicators of success by increasinf the skills of slow learners into ‘Good' criteria with the percentage of 70% from the total amount of students.
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