Implementasi Teams Games Tournament Berbasis Quizizz pada Proses Pembelajaran Dasar-Dasar Teknik Ketenagalistrikan: Analisis Efektivitas
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Jun 10, 2025
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Abstract
This study aims to test the effectiveness of the implementation of the Teams Games Tournament cooperative learning model based on Quizizz in the Basics of Electrical Engineering subjects for class X Electrical Engineering students at SMK Negeri 1 Lembah Melintang. The implementation of this model aims to enhance student active participation and learning outcomes in the course. This study used a quasi-experimental method with a pretest-posttest control group design. This study involved 63 class X Electrical Engineering students registered in the 2024/2025 academic year. To measure its effectiveness, students were divided into experimental and control groups, and both groups were given a pretest before learning and a posttest after learning. The pretest and posttest scores were then analyzed using the N-Gain Score and Effect Size calculations. The results showed that the N-Gain Score of the experimental group was in the medium category, while the control group only reached the low category. Additionally, the Effect Size calculation yielded a high category. Thus, it can be concluded that the implementation of the Quizizz-based Teams Games Tournament type cooperative learning model is effective in increasing active participation and student learning outcomes in the Basics of Electrical Engineering subjects.
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References
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[2] C. Antonietti, A. Cattaneo, and F. Amenduni, “Can teachers’ digital competence influence technology acceptance in vocational education?,” Comput Human Behav, vol. 132, p. 107266, Jul. 2022, doi: https://doi.org/10.1016/J.CHB.2022.107266.
[3] M. Korber and D. Oesch, “Vocational versus general education: Employment and earnings over the life course in Switzerland,” Adv Life Course Res, vol. 40, pp. 1–13, 2019, doi: https://doi.org/10.1016/j.alcr.2019.03.003.
[4] Eviliyanida, “Model Pembelajaran Kooperatif,” Visipena Journal, vol. 2, no. 1, pp. 21–27, 2011, doi: 10.46244/visipena.v2i1.36.
[5] I. Magdalena, E. Rizqina Agustin, and S. M. Fitria, “Cendikia Pendidikan Konsep Model Pembelajaran,” Sindoro CENDIKIA PENDIDIKAN, vol. 3, no. 1, pp. 41–55, 2024, doi: 10.9644/scp.v1i1.332.
[6] D. T. P. Yanto, E. Astrid, and R. Hidayat, “The achievement of four student competencies in domestic electrical installations using a project-based learning model,” in Borderless Education as a Challenge in the 5.0 Society: Proceedings of the 3rd International Conference on Educational Sciences (ICES 2019), Bandung: Routledge, 2020, p. 349.
[7] F. Djalal, “Optimalisasi Pembelajaran Melalui Pendekatan, Strategi, dan Model Pembelajaran,” Jurnal Dharmawangsa, vol. 2, no. 1, p. h. 33, 2017.
[8] D. T. P. Yanto, M. Kabatiah, H. Zaswita, G. Giatman, and H. Effendi, “Development of Virtual Learning using Problem-Based Learning Models for Vocational Education Students,” ELINVO (Electronics, Informatics, and Vocational Education), vol. 7, no. 2, pp. 163–172, 2022, doi: 10.21831/elinvo.v7i2.52473.
[9] C. Kyriacou, “Effective Teaching in Schools Theory and Practice,” 2009.
[10] S. Punaji, “Menciptakan Pembelajaran Yang Efektif Dan Berkualitas,” Jurnal Inovasi dan Teknologi Pembelajaran, vol. 1, no. 1, pp. 20–30, 2014.
[11] W. T. Prastyo and D. E. Myori, “Efektivitas Model Pembelajaran Kooperatif Tipe Team GameTournament Terhadap Hasil Belajar Siswa Kelas XI TITL pada Mata Pelajaran Instalasi Tenaga Listrik,” PAKAR Pendidikan, vol. 21, no. 2, pp. 203–213, 2023, doi: 10.24036/pakar.v21i2.403.
[12] H. A. G. Yania, “Pengaruh Pembelajaran Kooperatif Tipe Teams Games Tournament Terhadap Hasil Belajar Instalasi Penerangan Listrik Siswa Smk Negeri 2 Luwuk,” vol. 1, no. 1, pp. 1–8, 2023.
[13] M. R. Mohammad Rifqi, “Pengaruh Penerapan Strategi Pembelajaran Cooperative Learning Model Team Game Tournament (TGT) untuk Meningkatkan Keaktifan Peserta Didik,” Edudikara: Jurnal Pendidikan dan Pembelajaran, vol. 7, no. 1, pp. 26–32, 2022, doi: 10.32585/edudikara.v7i1.271.
[14] G. D. Parhusip, Y. D. Kristanto, and P. Partini, “Meningkatkan Keaktifan Belajar Peserta Didik dengan Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT),” JIPM (Jurnal Ilmiah Pendidikan Matematika), vol. 11, no. 2, p. 293, 2023, doi: 10.25273/jipm.v11i2.13816.
[15] M. S. Hartono and Q. A. Sufyan, “Implementasi Model Pembelajaran Kooperatif Tipe Team GameTournament ( TGT ) Dalam Melatih Berfikir Kritis Peserta Didik Pendahuluan,” no. 1, pp. 47–56, 2017.
[16] D. T. P. Yanto, G. Ganefri, S. Sukardi, R. Kurani, and J. P. Yanto, “Examining The Practicality of Mobile-Based Gamification Assessment in Electrical Machine Course: A Study in Industrial Electrical Engineering,” Journal of Applied Engineering and Technological Science, vol. 5, no. 1, pp. 349–360, 2023, doi: https://doi.org/10.37385/jaets.v5i1.2803.
[17] P. Utami, K. Kadir, and Y. Herlanti, “Meta-Analisis Pembelajaran Kooperatif di Indonesia,” Jurnal Inovasi Pendidikan IPA, vol. 7, no. 1, pp. 106–115, 2021, doi: 10.21831/jipi.v7i1.39574.
[18] S. Wahjusaputri, E. Ernawati, A. Yazid, M. Anwari, and R. N. Dewi, “Evaluating the Impact of Team-Assisted Individualization and Team Games Tournament Approaches on Student Engagement in Science Learning,” AL-ISHLAH: Jurnal Pendidikan, vol. 16, no. 2, pp. 1052–1060, 2024, doi: 10.35445/alishlah.v16i2.4917.
[19] C. A. Citra and B. Rosy, “Keefektifan Penggunaan Media Pembelajaran Berbasis Game Edukasi Quizizz Terhadap Hasil Belajar Teknologi Perkantoran Siswa Kelas X SMK Ketintang Surabaya,” Jurnal Pendidikan Administrasi Perkantoran (JPAP), vol. 8, no. 2, pp. 261–272, 2020, doi: 10.26740/jpap.v8n2.p261-272.
[20] L. S. L. Purba, “Peningkatan Konsentrasi Belajar Mahasiswa Melalui Pemanfaatan Evaluasi Pembelajaran Quizizz Pada Mata Kuliah Kimia Fisika I,” Jurnal Dinamika Pendidikan, vol. 12, no. 1, p. 29, 2019, doi: 10.33541/jdp.v12i1.1028.
[21] Sodik and Siyoto, “Dasar Metodologi Penelitian Dr. Sandu Siyoto, SKM, M.Kes M. Ali Sodik, M.A. 1,” Dasar Metodologi Penelitian, pp. 83–84, 2015.
[22] D. T. P. Yanto, Ganefri, Sukardi, J. P. Yanto, R. Kurani, and Muslim, “Engineering Students’ Acceptance of Augmented Reality Technology Integrated with E-Worksheet in The Laboratory Learning,” International Journal of Online and Biomedical Engineering (iJOE), vol. 20, no. 03, pp. 39–54, Feb. 2024, doi: 10.3991/ijoe.v20i03.46101.
[23] R. R. Hake, “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” American Journal of Physics, vol. 66, no. 1, pp. 64–74, 1998, doi: 10.1119/1.18809.
[24] W. Vogt, “Effect Size (ES),” Dictionary of Statistics & Methodology, no. 1993, 2015, doi: 10.4135/9781412983907.n624.
[25] O. Candra et al., “E-Worksheets with Augmented Reality Technology in Laboratory Learning: Examining Their Effectiveness on Students’ Learning Performance,” International Journal of Information and Education Technology, vol. 14, no. 11, pp. 1544–1553, 2024, doi: 10.18178/ijiet.2024.14.11.2185.
[26] S. Sudirman, F. S. Leuwol, A. Albert, and ..., “Analysis of The Influence of Cooperative Learning With The Teams Games Tournament Model on Students Learning Outcomes,” Mudir: Jurnal Manajemen Pendidikan, vol. 5, no. 2, pp. 425–430, 2023.
[27] N. Najmi, M. H. Rofiq, and M. A. Ma’arif, “The Effect of Cooperative Learning Model Type of Teams Games Tournament (TGT) on Student Learning Achievement,” Jurnal At-Tarbiyat: Jurnal Pendidikan Islam, vol. 4, no. 1, pp. 246–258, 2021.