160 JPJO 4 (2) (2019) 160-164 Jurnal Pendidikan Jasmani dan Olahraga http://ejournal.upi.edu/index.php/penjas/index The Effect of Cooperative Learning Model Type Team-Games-Tournament on Improving Basketball Game Learning Outcome Masayu Rizka, Luqmanul Hakim Lubay, Patriana Nurmansyah Awwaludin Fakultas Pendidikan Olahraga dan Kesehatan, Universitas Pendidikan Indonesia, Indonesia Article Info Article History : Received March 2019 Revised June2019 Accepted July 2019 Available online September 2019 Keywords : Basketball, Cooperative Learning, Team- Games-Tournament Abstrak Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif tipe team-games-tournament terhadap peningkatan hasil belajar bermain bolabasket. Metode yang digunakan menggunakan penelitian eksperimen. Populasinya adalah para siswi yang mengikuti kegiatan ekstrakurikuler permainan bolabasket jen- jang Sekolah Menengah Atas Negeri di Bandung dengan sampel sebanyak 15 siswi yang terbagi kedalam 3 kelompok bermain. Teknik pengambilan sampel menggunakan sampling jenuh dengan desain penelitian one-group pretest-posttest design. Instrumen yang digunakan adalah lembar observasi Game Performance Assesment Instrument. Hasil pengolahan dan analisis data yang diperoleh menggunakan Uji T Sampel yaitu, uji berpasangan (paired t test). Berdasarkan hasil perhitungan tersebut, maka disimpul- kan bahwa, model pembelajaran kooperatif tipe team-games-tournament berpengaruh signifikan terhadap peningkatan hasil belajar bermain bolabasket para siswi yang mengikuti kegiatan ektrakurikuler permainan bolabasket. Abstract The purpose of this study was to see the effect of the cooperative learning model for improving the basketball game learning outcomes. The method used was experimental research. The population of the study were the students who joined basketball extracur- ricular activities at a State High School in Bandung. The samples were 15 female stu- dents divided into 3 playgroups. The one-group pre-test-post-test research design was used. The Game Performance Assessment Instrument was used as the instrument to collect data. To process and to analyse the obtained data, paired t-test was employed. Based on the results of these calculations, it concludes that the cooperative learning model type team-games-tournament have a significant effect on improving the basket- ball game learning outcomes of the students who take part in basketball extracurricular activities.  Correspondence Address : Jl. Dr. Setriabudi 229, Indonesia E-mail : masayurizkarisjanna@gmail.com ISSN 2580-071X (online) ISSN 2085-6180 (print) DOI : 10.17509/jpjo.v4i2.17257 161 Masayu Rizka et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) INTRODUCTION Education is an important part of synergies. From then until now, education has become a benchmark playing a role as the representation of a nation and a state. Albeit different from tribe, culture, and language, education is a unity that brings up the people of the Na- tion. The government's efforts in managing the national education system are regulated in Law of the Republic of Indonesia number 20 of 2003 on National Education. With the presence of the national education sys- tem, the citizen will acquire the learning process to achieve better knowledge. Education is the process of helping, guiding, directing, and encouraging individuals to grow and develop according to the development stag- es, hence they can adapt to life at the present and in the future (Juliantine, 2012). In the Law Article 1 on the education system says that education is a conscious and planned attempt to create an atmosphere of learning and learning process in order that students actively develop their potential to attain religious-spiritual capacity, self- control, personality, intelligence, noble character, and the skills needed by himself, society, nation, and the country. The citizen who undergoes education will experi- ence the learning process inside the classrooms. The learning taking place is delivered by a teacher, thus a teacher work is professional. The demand to become a good teacher becomes greater and more demanding, that is why a teacher requires to follow the flow of globalization in the educational world. Education can be obtained through many ways of the learning process. Learning can be considered a pro- cess of interaction with all surroundings both intention- ally and unintentionally. During the process of learning, there will be changes in behaviour as a result of the learning activities. From the learning process, learning outcomes will be presented in behavioral changes as a result of learning activities. Three domains of learning outcomes according to Guskey (2015) adapted from Bloom's the- ory are cognitive, affective, and psychomotor. It can be said that learning outcomes are the capacity possessed by students as a result of teaching-learning process that involves cognitive, affective, and psychomotor domains and can be observed through student performance and/ or learning assessment. Thus, the entire learning pro- cess will eventually be referred to the changes in the behaviour of the three learning domains. One of the subjects at school that can be observed the results of the learning process is physical education. Physical education is an educational tool that utilizes physical and spiritual activities as a medium to achieve educational goals. Simply stated, the purpose of physi- cal education as a whole includes three domains (domains) as follows: 1) Cognitive (the concept of mo- tion, the meaning of health, problem-solving, critical and intelligent), 2) Psychomotor (motion and skills, physical and motoric abilities, and improvement of bod- ily functions), 3) Affective (passion to physical activi- ties, self-comfortable feelings, and the desire to be in- volved in social interaction) (Mahendra, 2014). These three goals can be obtained through learn- ing big ball games such as basketball. A basketball game is performed by two teams consisted of five play- ers each. The purpose of each team in basketball game is to score a ball to the opponent's basket and try to pre- vent the opposing team from scoring (PERBASI, 2015). The problem that often occurs in learning large ball games, especially basketball, is the lack of student interest in the monotonous learning process and results in passive behaviour from the students. During the learning activities, the teacher gives some related learn- ing materials and instructions of basic techniques and sometimes the students should be waiting for their turns, and on the same hand, the teacher presumably delivers the materials in traditional methods that do not attract students’ interest in learning. Thus, an instructional model that makes students participate actively in the learning process is a require- ment. The instructional model is a design or framework created by the teacher as an educator to help students in the learning process. In teaching and learning instruc- tions, the teacher must be good at choosing an appropri- ate instructional model that is varied, interesting, and involves students' active attitudes and responsibilities. Through the instructional models, the teacher could help students to acquire knowledge, ideas, skills, ways of thinking, and express their ideas. The essence of cooperative learning is the development of coopera- tive attitudes among students (Slavin, 1980). There are http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.17257 162 several types of cooperative learning models, one of which is the cooperative learning type Team-Games- Tournament (TGT). Furthermore, the cooperative learning model em- phasizes the students to be active in small groups and to collaborate as well as take responsibility for their groupmates during the learning activities. The Team- Games-Tournament (TGT) type of cooperative learning model is one of cooperative learnings that encourages students to be involved in groups during the process of learning and conduct tournaments or competitions de- signed in the Team-Games-Tournament cooperative learning. The instructional model allows students to learn in a more relaxing condition while growing responsibil- ity, honesty, cooperation, fair competition, and learning involvement (Nugroho, 2013). By using the Team- Games-Tournament (TGT) type of cooperative learning model, the group mates will help each other in prepar- ing themselves to play in the game by studying the worksheets and discuss the problems, notwithstanding, when in the game, it becomes individual responsibility to make a success (Juliantine, 2013). In cooperative instructional model type Team- Games-Tournament, students attempt the success in playing the games. They learn how to make decisions while playing, help their teammates, and demonstrate skills in basketball games. By using the TGT type coop- erative learning model it is also expected that students will be more motivated in the learning process and im- prove their learning outcomes particularly in playing basketball. METHODS The research method employed in this study was experimental with one-group pretest-posttest design. A total of 9 meetings conducted over 2 months with the population of this study came from the student mem- bers of the basketball extracurricular team at SMAN 9 Bandung and the research sample was 15 of the female members The instrument used was in the form of basketball- playing skills test using the Game Performance Assess- ment Instrument (GPAI). Seven components of GPAI assessment according to Mitchell, Oslin, and Griffin (2013) were administered in the instrumentation, name- ly: 1) Base or returning to home base means that a play- er returned to his original position after he has made a certain skill move. 2) Adjust means the movement of a player when attacking or defending according to the demands of the game situation. 3) Decision making was conducted by every player, at any time in any situation. 4) Skill execution, after making a decision, a player performed the skills required. 5) Support means pro- vides appropriate support with movement with no ball in a position to receive a pass or throw. 6) Cover the teammates. The movement was carried out to layer the defense behind a teammate who was trying to block the opponent's attack or who was moving towards the op- ponent that had the ball. 7) Guarding or marking the opponent's movements (guard or mark). The intention was to put a halt to the opponent's movements. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.17257 Masayu Rizka et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) Component Criteria for Performance Assess- 1. Base 2. Adjust 3. Decision Making 4. Skill Execution 5. Support 6. Cover 7. Guard or Mark Table 1. GPAI Components Of Game Performance (Metzler, 2005,. Table 2. Activities during the Research Tuesday Thursday Friday conducted passing created passing line created passing line teamwork, competi- tiveness, quick decision making, rules obeys created passing line teamwork, compet- itive, quick deci- sion making, rules obeys carried out shooting activities part 1 carried out shooting activities part 2 teamwork and com- petitiveness conducted passing ball dribbling ball dribbling made movements with and without the ball sup- ported and opened the space scoring ball dribbling of- fence and defence supported team- mates underwent a position for making shots created a space to score 163 Of the seven assessments taken by the researcher, the focus was only on the three components (table 2) that were made into the assessment of this study: imple- menting skills (skill execution), decision making (decision making), and providing support (support). The analysis of research data conducted to answer the research problems was first by calculating the mean value of the sample group that had been standardized, secondly identifying the standard deviation, third carry- ing out the data normality test, proceeded with homoge- neity test and hypothesis test. After figured out that the data were normally distributed and homogenous, a par- ametric statistical test was then carried out by employ- ing paired t-test (Cholil dan Hidayah, 2013). RESULT AND DISCUSSIONS Table 3 depicts the mean values and standard devi- ation of the pre-test and post-test in basketball learning activities before and after treatment, and also the gain score of the implementation of cooperative learning model type teams-games-tournament (TGT) before and after treatment. A brief description of the results is pre- sented in Table 4. Table 4 shows the results of pre-test and post-test portraying the differences between initial and final re- sults in general, to be clearer the comparison of the re- sults is illustrated in picture 1. As clearly seen in pic- ture 1 that on the whole, the posttest score was higher than the pretest score. This trend shows that the imple- mentation of (TGT) influenced students’ ability to learn to play basketball. However, in spite of the higher score on the posttest, the finding had not shown a significant effect. Thus, the hypothesis testing needs to be carried out, as the results are presented in Table 5. Table 5. shows the results with the calculated t - count of 2.58, while t-table with α = 0.05 and df = 13 was 2.16. Based on the results of the study, t-count = 2.58 > t-table = 2.16, it meant that there was an effect of the implementation of the cooperative learning mod- el type team-games-tournament (TGT) to the improve- ment of learning outcomes in basketball. The cooperative learning model type team-games- tournament (TGT) encourages students to work in groups in order to gain the win in the competition. The success of the tournament is the responsibility of every individual in the group (Nugroho, 2013). This model also provides the students with an opportunity to con- duct collaborative learning by studying the plans and solving the problems together in earnest. However, when playing in the games or competition, every mem- ber of the group has the same respective individual re- sponsibility to win and bring success to the group (Juliantine, 2013). Therefore, the cooperative learning model type team-games-tournament (TGT) can support optimal learning outcomes and this is in accordance http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.17257 Masayu Rizka et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019) Table 3. Mean Values and Standard Deviation A Pre-test Post-test Deviation Sd Sd Sd B 16,3 6,79 18,53 7,27 2,20 3,30 Table 4. Statistical Description N Min Max Mean Std. Pre 15 6 26 16,33 6,789 Post 15 6 26 18,33 7,269 N 15 Picture 1. Pr etest and Posttest of Basketball Lear n- Table 5. Mean Values and Standard Deviation Eksperiment N X ± sd t-count t table Pretest 15 16,3 ± 6,79 2,58 2,16 Postest 15 18,5 ± 7,27 164 with the results of this study. CONCLUSION To put in a nutshell, the cooperative learning mod- el type team-games-tournament (tgt) has a significant influence on improving learning outcomes in basket- ball. REFERENCES Cholil, H., Hidayah, N (2013). Mata Kuliah Statistika. Bandung. Guskey, T. R. (2005). Formative Classroom Assess- ment and Benjamin S. Bloom: Theory, Research, and Implications. Online Submission. Juliantine, T dkk. (2012). Belajar & Pembelajaran Pen- jas. Bandung: FPOK UPI. Juliantine, T dkk. (2013). Model-Model Pembelajaran Pendidikan Jasmani. Bandung: FPOK. UPI. Mahendra, A. (2014). Asas dan Falsafah Pendidikan Jasmani. Bandung: Redpoint. Metzler, M W. (2005). Instructional Models for Physi- cal Education Second Edition, Goergia State Univesity: Holocomb Hathaway, Inc. Mitchell, S., Oslin, J., & Griffin, L. (2013). Teaching Sport Concept and Skills. USA. Nugroho, D., Rachman, A (2013). Penerapan Model Pembelajaran Kooperatif Tipe (Team Games Tour- nament) TGT Terhadap Motivasi Siswa Mengikuti Pembelajaran Bolavoli di Kelas X SMAN 1 Panggul Kabupaten Tenggarek. Jurnal Pendidikan Olahraga dan Kesehatan Volume 01 Nomor 01 Tahun 2013, 161 – 165. PERBASI. (2015). Peraturan Resmi Bolabasket. FPOK UPI. Slavin, R. E. (1980). Cooperative learning. Review of educational research, 50(2), 315-342. http://ejournal.upi.edu/index.php/penjas/index DOI : 10.17509/jpjo.v4i2.17257 Masayu Rizka et.al / Jurnal Pendidikan Jasmani dan Olahraga 4 (2) (2019)