Team Games Tournament with Discovery Learning to Improve Science Learning Outcomes and Engagement

Abstract

Student engagement and learning achievement remain important challenges in science education, particularly in promoting active participation and meaningful understanding of scientific concepts. This study aimed to investigate the effectiveness of implementing the Team Games Tournament (TGT) model through Discovery Learning in improving students’ science learning outcomes and engagement. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each involving planning, action, observation, and reflection stages. The study was conducted with 25 seventh-grade students at SMP Taman Dewasa Jetis. Data were collected through achievement tests, classroom observations, and documentation and were analyzed using descriptive techniques. The results revealed a substantial improvement in students’ academic achievement, with the average score increasing from 59.92 in the pre-cycle stage to 82.56 in Cycle II. In addition, students demonstrated higher levels of engagement, participation, and motivation throughout the learning process. These findings indicate that the integration of TGT and Discovery Learning effectively supports both cognitive and behavioral aspects of learning. This study contributes to science education by providing empirical evidence that combining cooperative and constructivist learning approaches can create a more engaging learning environment and improve students’ achievement in science classrooms.