71
been successful in improving student learning achievement to more than 75 of students who reached the KKM.
d. Reflection and Evaluation
1 Reflection After the implementation of the learning process with the
implementation of Cooperative Learning Model Team Games Tournament TGT, the next step is a reflection. Overall the
implementation of Cooperative Learning Model Team Games Tournament TGT in the first cycle running smoothly and in
accordance with the procedures that had been developed previously. In the first cycle the average value of Motivation overall was 71.27
while the average completeness of learning achievement in post test cycle I reached 84.38. The learning process is quite good,
although there are several stages of learning implemented not optimal yet, such as time allocation and distribution of schedule
action implementation. After analyzing the results of the action on the first cycle, the reflection on the implementation is described as
follows: a Accounting Learning Motivation
Result data of motivation questionnaire after the impplementation of Cooperative Learning Model Team
Games Tournament TGT in the first cycle showed an increase of pre-cycle to the first cycle, although not in
72
accordance with the expected target was 75 of the total number of students in class XI Accounting 1. The
questionnaire results motivation shows that the average score of students motivation in the first cycle was 71.27 while the
motivation to learn students scores on pre cycle of 60.12, thus there is an increase of 11.15 from the pre cycle to cycle
II, but has not yet reached indicators of success of 75. Therefore, it is necessary to improve students motivation to
learn accounting in the second cycle implementation. b Accounting Learning Achievement
Accounting learning achievement are achieved by students in the cognitive domain after the implementation of
Cooperative Learning Model Team Games Tournament in the first cycle showed a significant improvement from pre-test to
post-test was 23.78 on the average score of the class. Increasing the number of students who have reached KKM
also very significantly, from 40.63 in Pre Test increased to 84.58 Post Test this increase reached 108, so it can be
concluded that the application of TGT model succeeded in improving student learning outcomes based on successful
indicators set before that 75 of students who reached the KKM.
73
2 Evaluation From the results of the implementation of the action on the first
cycle there are several obstacles in the implementation of actions. Here are the constraints faced by researcher in carrying out the
action: a The division of the group and transfer seating is reducing time
of tournament game. b Conditions of narrow class created group rows into irregular
when the game takes place. Efforts to improve the application of Cooperative Learning
Model Team Games Tournament in class XI Accounting 1 are as follows:
a Using the same group for the second cycle so that students have to sit with members of the group when the class starts so
it will not take time for other learning activities. b Change the position of desks and chairs before classes begin
in the morning so that provided a broader space for the game.
3. Cycle II
Kategori