JPII 4 (2) (2015) 177-184

Jurnal Pendidikan IPA Indonesia

Indonesian Journal of Science Education
http://journal.unnes.ac.id/nju/index.php/jpii

SOUNDS LEARNING USING TEAMS GAMES TOURNAMENTWITH

FLASH CARD AS MEDIA AT THE 13th JUNIOR HIGH SCHOOL OF
MAGELANG
A. Lestari 1, A. Widiyatmoko2, S. Alimah3, I. Juliyani4
1
Student of Science Education Study Program, FMIPA, Unnes Semarang, Indonesia
2, 3
Lecturer of FMIPA, Unnes Semarang, Indonesia
4
Science Teacher of 13th Junior Higschool of Magelang, Indonesia

DOI: 10.15294/jpii.v4i2.4188

Accepted: 4 September 2015. Approved: 30 September 2015. Published: October 2015

ABSTRACT

The aim of this research is to know about students’ response and the effectiveness of Teams Games Tournament learning model
with Flash Card as media. This research type is Quasi Experimental Nonequivalent Group Design. The subject of the study is
the students of 8 E and 8 F of the 13th junior high school of Magelang. The result of cognitive assessment showed that the clas-
sical learning achievement was 87% and the gained score was 0.46 which is included in media category. Value of Sig. (2-tailed)
of Mann-Whitney U-Test is 0.01. It means that there is significant difference of academic achievement between the experiment
group and the control group. The result of affective and pshycomotoric assessments are included in good category at average
score 75% and 71% respectively. Correlation among cognitive, affective, and psychomotoric learning achievementswas strong
at RScore of 0.684. Students’ response toward the learning produced an average score at 74%, and it was included in good cat-
egory. Based on the result, Teams Games Tournament learning model with Flash Card as media in learning about sounds at the
13th junior high school in Magelang is effective towards the learning achievementand the responses of the 8 D graderstowards
the learning is categorized as good.

© 2015 Science Education Study Program FMIPA UNNES Semarang

Keywords: Flash Card, Teams Games Tournament, Sounds

INTRODUCTION That was proven by files of students’ test

score in the material about sounds in eighth grade
A material about sounds consists of two in second semester for academic year 2013/2014
teaching parts, physics part which discusses the in the 13th junior high school of Magelang was
concept of sounds and biology part which is dis- 69. That score has not yet fulfilled the minimum
cusses the sense of hearing. The basic competen- score criterion, 75. The learning which should be
ce that will be achieved is that the students are done is a learning which is appropriate to BSNP
able to describe the concept of sounds in daily life instruction and based on direct experience or a
of human senses and the relation to health. fact. It is because the material related to the stu-
When reviewing previous studies, the mate- dents’ daily life, especially to the sense of hearing.
rial about sounds has obliged the students to The effort in creating it is by doing some varieties
memorize the theories and formulas. It causes of learning method and using learning media.
the students to stumble upon great difficulties in Applying a variant learning method can
understanding the concept and ultimately they increase the interest of the students in order they
feel uninterested in learning. Therefore, the are actively involved in learning process, so the
students’ learning achievement is still low. aims of learning is achieved. If a variety of lear-
ning method is conducted in a class, it will create
*Correspondence Address:
Ayu Lestari a learning model. In learning process, a game is
E-mail: ayoetari99@gmail.com
178 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 177-184

needed in order the students are not bored becau- Based on the explanation above, teacher
se the learning is fun. Classical, discussion, prob- should apply a fun learning to triggereffective
lem solving, demonstration are some appropriate learning achievement of the students. It is entitled
learning methods for the material about sounds. “Sounds Learning Using Teams Games Tourna-
A learning method which includes the four met- ment and Flash Card Media at 13th Junior High
hods and a game is Teams Games Tournament School of Magelang”. The aims of the research is
(TGT). to explain the effectiveness and students’ respon-
TGT learning model is one of cooperati- se towards sounds learning using Teams Games
ve learning model which is easy to be applied. It Tournament and Flash Card media at 13th junior
involves the students without the difference of high school of Magelang.
status. It also involves the role of students as a
peer-tutor. Besides, there is a reinforcement fac- METHOD
tor in the game. Learning activities with a game
which are designed in TGT cooperative learning The type of the research is Quasi Experi-
method enable the students to learn in a relaxing ment Non-Equivalent Control Group Design Re-
situation beside increasing responsible, coopera- search (Sugiyono, 2010). This research was con-
tion, healthy competition, and learning involve- ducted at the 13th junior high school of Magelang
ment (Slavin, 2005). Competitive factor is needed in April 20-30, 2015. The subject was choosen
in learning to increase students’ learning moti- using purposive sampling technique. The subjects
vation. Muldayanti (2013) conveyed that tour- are 8 E graders as the experiment group which
nament system and group assessment in TGT was taught using TGT learning model and Flash
learning model makes the students become more Card as media, whereas 8 F graders as the control
interested and triggered. The students will do the group were taught using classical (speech) met-
best to win the competition on the tournamnet’s hod and LDS.
table. The result of the previous study which was The obtained data of this research was the
conducted by Van Wyk (2011) showed that TGT students’ learning achievement and questionnai-
learning model was more effective towards lear- res of students’ response towards TGT learning
ning achievement rather than traditional learning model with Flash Card. The students’ learning
model. achievement was assessed in 3 aspects, cognitive,
The implementation of TGT learning mo- affective, and psychomotoric. The score of cog-
del can adopt a learning media as an aid instru- nitive aspect was obtained with pretest and post-
ment in learning process. A learning media can test. The score of affective and psychomotoric as-
handle the limitation of the senses, spaces, and pects was obtained with observation method. All
times (Arsyad, 2013). Abstract materials can be of the scores were analyzed by using correlation
more concretely delivered, so the students can analysis in order to find the relation among the
easily understand a concept. Sub material of students’ learning achievement.
sounds, the sense of hearing, is an abstract mate- The effectiveness of TGT learning model
rial because the students have not gotten a direct with Flash Card toward the learning achievement
experience to observe the inner parts of ears. One is examined with three indicators. They are clas-
of media which can be used to visualize is Flash sical learning completeness > 75%, the gain score
Card media. is categorized media and there is significant diffe-
Flash Cardis one of learning media as rence between the learning achievement average
well as educative game in form of cards which of the experiment group and control group. The
there are a picture and a word to increase their analysis which has been done showed that clas-
memory and train their autonomy (Ikhwati et al, sical learning completeness and gain score were
2014). Education game can trigger the students to categorized media. It was analyzed with g test.
be more active then they are motivated to learn Besides, it showed that there was significant diffe-
(Rohwati, 2012). This media of 2 dimensions rence between the learning achievement of expe-
things can visualize and ease the students to un- riment group and control group which was analy-
derstand the sense of hearing concept because zed with Mann-Whitney U-Test. The questionnaire
they are simple and removable. It can give the result about the students’ response documented
students a chance to learn by themselves where- to be explained in descriptive percentage.
ver and whenever, so they can increase their auto-
nomy to learn. The students who do self-learning RESULT AND DISCUSSION
can improve their responsibility towards their
learning activities. The experimental research aims to find the
 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 178-185 179

students’ response and the effectiveness of TGT Analysis of cognitive learning achieve-
learning using Flash Card medium towards the ment aims to find the students’ ability in mate-
learning achievement. This research uses two rial of sounds after apllying TGT learning model
classes as the sample, experiment class and cont- with Flash Card. The result of the last evaluation
rol class. The learning used in experiment group score analysis is in Table 2.
is TGT learning model with Flash Card media,
whereas the learning used in control group is Table 2. The Result of the Last Evaluation Score
classical method (speech) with Student Discus- Analysis
sion Sheet (LDS). The cognitive score is measu- Class
Learning
red from post-test score and LDS score. In other
Achievement Experiment Control
hand, the score of affective and psychomotoric is
measured from the students’ attitude and skill in Total of Students 30 26
learning. The used questions instrument is writ- Posttest Average 74 63
ten based on the learning objective and the level Score
of cognitive questions. Trying out of the questi- LDS Average Score 87 85
ons is needed to find the validity, reliability, dif-
ficulty level, and the ability of differentiating the Lowest Score 66 56
questions before used to conduct test. Highest Score 93 82
This research can be called effective if it Last Average Score 78 70
fulfill three indicators:
a. Classical learning completeness > 75% with Based on Table 2, it is known that the ex-
Minimum Completeness Criteria of 70. periment group had higher last evaluation score
b. Gain score is categorized media. than the control group’s score, 78 against 70. The
c. There is significant difference between the different score happened because the implemen-
learning achievement average of experiment tation of the different learning model between
group and control group. experimental group and control group. TGT
learning model with Flash Cardwas appliedex-
Students Response perimental group, whereas the control group was
The questionnaire about the students’ res- applied classical method (speech) with LDS (Stu-
ponse used to find the acceptance of the students dent Discussion Sheet). The learning of sounds
towards TGT learning model with Flash Card had a competitive factor and game because we
as media. The analysis of the students’ response applied an education game, the Flash Card. The
uses Likert scale which consists of 20 questions. media can help the students to understand the
The result of the students’ response questionnaire material and the important questions given by
towards TGT learning model with Flash Card are them. It will build cognitive knowledge of the
described in table 1. students in long-term.
Recapitulation of the students’ response Long-term knowledge will ease the stu-
showed that the students of experiment group dents to answer a test, so the learning achieve-
responded well to TGT learning model with ment of the students increases. It is appropriate
Flash Card as media with average score 74%. to constructivisme learning theory; students learn
the ways to learn somethings by giving some prac-
1. Analysis of Learning Achievement tices to increase learning interest and to trigger the
a. Cognitive Learning Achievement students’ active involvement in learning. An un-

Table 1. The Result of the Students’ Response Questionnaire

Students’ response (%)
No Asked aspects
SS S TS STS
1 Catching the students’ interest 23,3 73,4 - 3,3
2 Making the students conclude and taking the important 13,3 70 13,4 3,3
idea about the delivered material
3 Making the students easily memorize the material of 23,3 56,7 13,3 6,7
sounds
4 Making the students closer each others when discussion 33,3 43,4 20 3,3
5 Increasing the students’ curiosity 23,3 56,7 20 -
180 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 177-184

sure of game that is in TGT learning model with

Flash Card enables a fun learning. A fun learning
will increase the students’ motivation and passion
in learning, so the students learning achievement
will increase. That is proven by 96.7% of students
being interested in learning when learning model
with Flash Card is applied. The previous study
conducted by Rohwati (2012) showed that Edu-
cation Game can help the students to be active,
so it motivates them to learn.

b. Affective and Psychomotoric Learning

AChievement
Figure 1 showed that the students of expe- Figure 1. The Result of Affective Score Analysis
riment group have higher affective score in each Note:
aspect rather than the control group. The students 1 : Responsibility
are given responsibility to collect points for their 2 : Attitudes
group when doing the game and tournament. 3 : Respect to others’ thought
The students are also trained to respect to other 4 : Discipline
students’ thought, and being discipline when
their friends are conveying their opinion during Table 3 shows that mean for creative thin-
the discussion and tournament. That showed that king in treatment class is higher than control class.
TGT learning model can help the students to inc- Mean values of creative thinking in treatment
rease their cognitive and affective learning achie- class was 14.32 while the mean values in control
vement. That is supported by the study which class was 11.79. It shows that there is significant
was conducted by Veloo & Chairhany (2013) that difference in the mean value of 2.52. This results
stated that TGT learning is an alternative lear- shows that the students in the treatment class un-
ning approach which can improve attitudes. derwentimprovement in creative thinking.
The affective learning achievement con- Table 3 and Picture 1 showed that expe-
ducted in three meetings is described in Table 3. riment group got better psychomotoric learning
It showed that experiment group got a higher ave- achievement than the control group. The imple-
rage of the affective learning achievement rather mentation of TGT learning model with Flash
than control group. The affective learning achie- Card media trained the students to be braver in
vement using TGT learning model with Flash conveying their thought. Syntax discussion, game,
Card media increased from a score 70% to 79%, and tournament enabled the students to convey
and it was categorized good. The conducting of their thought in front of class, so the students’
the game and tournament did not only help the communication skill and questioning-answering
students to understand the concept, but it can inc- skill improved. Asking and answering section can
rease the students learning activities related to the be conducted when discussing LDS (Student Dis-
affective learning achievement. Fajri et al (2012) cussion Sheet) and applying Flash Card media.
explained that TGT learning increased the stu- The students will learn from their self experien-
dents’ learning achievement related to increasing ce to improve their own ability.That showed that
learning completeness and the students’ affective TGT learning model can increase the students’
achievement. psychomotoric learning achievement which was
appropriate to recapitulation result which sho-

Table 3. The Result of Persentage of Affective and Psychomotoric Score Analysis

Experiment Control
Data
Affective Psychomotoric Affcetive Psychomotoric
I 70 67 69 60
II 75 71 73 64
III 79 74 76 70
Average (%) 75 71 73 65
Criteria Good Good Good Good
 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 178-185 181

wed the increase from 67% to 74%, included in ently, and have good dictions. The study of Bur-
good category. This opinion was supported by hanuddin (2012) supported the explanation by
the study that was conducted by Van Wyk (2011) describing that oral communication skill is a skill
who stated that TGT learning model made the which clearly arranges the mind and being able
students not only learning the concept, but also to competently use through words to convey their
the important skill such as searching, planning, thought in form of speaking, writing, and rea-
discussion, negotiating, quickly making decision, ding.
and criticizing their own learning experiment.
Table 4. The Result of Learning Achievement
Correlation Test
R Sig. F Change Description
0,684 0,000 There’s a correlation

2. Effectiveness Test
a. Classical Learning Completeness
Classical learning completeness which is
described in Table 5 showed that the learning
completeness of experiment group is 87%, whe-
reas the learning completeness of the control
group is 54%. The implementation of TGT lear-
ning model has teacher’s presentation and discus-
sion in which enables the students to catch and
Figure 2. The Result of Psychomotic Score conclude the learned main idea. Flash Card me-
Analysis dia used in syntax game and tournament help the
Note: students to measure how far they understand the
1 : oral communication skill material and help them to remember the learned
2 : discussion skill material. 13% of the students’ total of experiment
3 : answering question skill group that did not pass showed that the students
4 : concluding discussion result skill had not been able to catch the main idea of the
material, so the students tended not being able to
c. Learning Achievement Correlation remember well the learned material. The students
The correlation among cognitive, affective, response questionnaire showed 16.7% and 20%
and psychomotoric learning achievements were answered that they had not been able to catch the
analyzed with correlation test which showed that main idea and remember the learned material.
there was a correlation among cognitive, affec- Based on the explanation, TGT learning model
tive, and psychomotoric learning achievements. with Flash Card media is able to improve the stu-
It was described in Table 4. R Score was 0.684 dents’ understanding through the ability of cat-
which showed that the correlation was strong. ching the main idea of the material. This opinion
The implementation of TGT learning with Flash is also supported by the study of Awofala et al
Card media can increase the learning achieve- (2012) which stated that the implementation of
ment as well as cognitive, affective, and psycho- TGT learning model is able to increase the stu-
motoric The result of good cognitive learning dents’ understanding towards the material.
achievement will appear some attitudes such as:
paying attention to teacher’s explanation and Table 5. The Result of Classical Learning Com-
being discipline in following the learning process. pleteness Test
It is supported by the study of Jayanti and Ridlo Class
(2014) which conveyed that IQ had a significant Data
Experiment Control
role in influencing the human attitudes and beha-
viors included in the students’ attitude in social Total of Students 30 26
adaptation in school environment. Complete Students 26 14
The correlation between cognitive and Incomplete Students 4 12
psychomotoric achievement can be seen from
Description 87% 54%
oral communication skill result. The students
Complete Complete
who have oral communication skill will be able
to communicate clearly, systematically, and flu-
182 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 177-184

b. Gain Test This opinion was supported by Susilowati (2014)

The result of gain test which is described in her study which explained that TGT learning
in Table 6 showed that the gain test score of ex- model was more effective than teacher’s speech.
periment group was higher, 0.46, than the control The effectiveness of the research is measu-
group, 0.36. The use of learning media is the cau- red by three indicators. They are classical learning
se of the higher gain score of experiment group. completeness > 75%, gain test categorized media,
The students learned the material about sounds and the significant difference between the average
using the sense of seeing to get the real descripti- of learning achievement between experiment and
on about the material which will be learned, and control group. An analysis which was conducted
the sense of hearing to understand the knowledge showed that classical learning completeness of
concept through the teacher’s explanation.The the students was 87%, and gain test score was ca-
concept of ears is an abstract concept, so it needs tegorized as media using g test. Mann-Whitney U-
Flash Card media to visualize the concept. The Test proved that there was a siginificant difference
picture of ears structure which is described on between the average of the experiment and the
Flash Card helps the students to remember and control group. So, this study is effective towards
understand the parts of the ears and their func- the learning achievement.
tions. Arsyad (2013) conveyed that learning me- In sounds learning using TGT with Flash
dia can solve the limitation of the senses, spaces, Card as media, the students are asked to focus
and times. in understanding the material during the pre-
c. The Difference between the Average of sentation of the material about sounds which
Learning Achievement is delivered by the teacher. It aims to make the
The result of analysis done by Mann- students being able to answer the questions given
Whitney U-Test showed that score of Sig. (2-tailed) when doing the competition. Then, the teacher
was0.01in which it waslower than its significance divides the students into a small group consists
standard, 0.05. It meant that there was a signifi- of 4-5 members. Working in group will make the
cant difference of average between the experiment students closer each others. 76.7% of the students
group and the control group. TGT learning mo- felt closer with their friends after the implemen-
del can increase the students’ self-esteem and soli- tation TGT learning model with Flash Card as
darity through discussion. It caused the students’ the media. Each group will do LDS (Student Dis-
activity increased in which appeared in syntax of cussion Sheet) which is given by the teacher. This
the game and the tournament. It showed that the activity can cause an interaction among students
students competed to get a score by answering by sharing their idea, giving a chance to convey
the question on Flash Card which was read by their opinion, and the students who understand
the teacher. An unsure of competition can trigger to the material can help the students who have
the students’ passion in learning. 86.6% of the not understand.
students felt that they are more interested in lear- The game and the tournament is con-
ning Natural Science when TGT learning model ducted by using Flash Card. A media in form of
with Flash Card media was applied. The cont- cards which are written questions about sounds
rol group in which the learning using classical can measure the students’ understanding of the
method (speech) tended passive, so the learning sounds concept after doing and understanding the
achievement was less optimal because there was material and discussion. It is supported by Glover
not a challenge which can trigger them to learn. et al (2010) who conveyed that playing process of

Table 6. The result of Gain Test

Class Data Pretest Posttest Gain Criteria
Experiment Students’ Total 30 30 0,46 Medium
Means 51 74
Highest Score 72 92
Lowest Score 36 56
Control Students’ Total 26 26 0,36 Medium
Means 41 63
Highest Score 72 80
Lowest Score 28 40
 A. Lestari , A. Widiyatmoko, S. Alimah, I. Juliyani / JPII 4 (2) (2015) 178-185 183

Flash Card is not only effective, but also it is easy ACKNOWLEDGEMENTS

to be used to conduct a learning process and as a
tool to monitor. This research was funded by Directorate
The apply of Flash Card in a game and a of Research and Community Service or DPPM,
tournament will make the students more remem- University of Muhammadiyah Malang by Dec-
ber and understand the material about sounds be- ree No. 962/BAA-UMM/XI/2014. This is a
cause the media in form of educative card with Development Research Science and Technology
simple and clear content. Giving a score for the (Penelitian Pengembangan IPTEKS/P2I) sche-
students who can answer the question on Flash me. Researcher would say thank you very much
Card will give a fun situation and competitive for all support (financial and spirit).
environment, so it creates a meaningful learning.
The students’ curiosity also will increase when a REFERENCES
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