PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TGT TERHADAP HASIL BELAJAR PKn DENGAN KOVARIABEL SIKAP MULTIKULTUR

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe teams games tournament terhadap hasil belajar PKn dengan kovariabel sikap multikultur pada kelas IV SD Mutiara di Kota Singaraja tahun ajaran 2016/2017. Penelitian ini tergolong sebagai rancangan single factor independent groups design with use of covariate. Populasi dalam penelitian adalah seluruh siswa kelas 1V SD Mutiara Singaraja, yang berjumlah 70 orang. Sampel dalam penelitian ini menggunakan sampel total. Data dianalisis menggunakan ANACOVA. Hasil penelitian menunjukan bahwa: Pertama, terdapat perbedaan hasil belajar PKn antara siswa yang mengikuti model pembelajaran Teams Games Tournament dengan siswa yang mengikuti model pembelajaran konvensional (F=28,826 dan p < 0,05). Kedua, setelah kovariabel sikap multikultur dikendalikan, terdapat perbedaan hasil belajar PKn antara siswa yang mengikuti pembelajaran dengan Team Games Tournament dengan siswa yang mengikuti pembelajaran konvensioanal (F=5,379 dan p < 0,05). Ketiga, terdapat kontribusi kovariabel sikap multikultur terhadap hasil belajar PKn siswa sebesar 53,3%.
Kata Kunci : hasil belajar Pkn, Sikap multikultur, teams games tournament

This research aims to investigate the effect of Teams games tournament cooperative learning model towerds civic’s learning results with covariable of learning multicultural attitude to sixth grade students of elementary school mutiara at singaraja city in academic year 2016/2017. This research used single factor independent groups design with use of covariate. population in this research was the was 70 students of elementary school mutiara singaraja. research using a sample of the total sample. Civic education study results education data collected with the test results. data were analyzed using ANACOVA.Results show that: first, there was a difference in civic’s learning result between students who followed teams games tournament with students who followed conventional learning model (F = 28,826 and p 0.05). Second, after multicultural attitude covariable was controlled, there is a difference in civic’s learning outcame between students who followed teams games tournament with students who followed conventional learning model (F = 5,739 and p < 0.05). Third, there was a contribution of multicultural attitude covariable to student’t civic’s learning results for 53,3%.
keyword : civic’s learning results, multicultural attitude, teams games tournament