Implementasi Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) dalam Mata Pelajaran Sejarah Kebudayaan Islam (SKI) di Era Digital

Penelitian ini dilatarbelakangi oleh pandangan bahwa pelajaran Sejarah Kebudayaan Islam (SKI) selama ini kurang mendapat perhatian, karena sebagian besar materi disampaikan secara naratif dan cenderung membosankan. Di era digital, terdapat peluang untuk memperbarui metode penyampaian pembelajaran yang selama ini masih didominasi ceramah. Meskipun ceramah tetap menjadi salah satu metode yang relevan untuk SKI, penerapan metode alternatif diperlukan untuk meningkatkan keterlibatan dan mengurangi kebosanan siswa. Penelitian ini bertujuan untuk mendeskripsikan kondisi pembelajaran SKI sebelum penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT), menjelaskan proses implementasi model TGT, serta menganalisis implikasinya terhadap pembelajaran SKI. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode observasi, wawancara, dan dokumentasi untuk mengumpulkan data dari guru dan siswa kelas XII-3 SMA Muhammadiyah 7
Surabaya. Hasil penelitian menunjukkan bahwa penerapan model TGT melalui tahapan presentasi kelas, belajar kelompok, permainan akademik, turnamen, dan penghargaan berhasil meningkatkan keterlibatan, motivasi, dan pemahaman siswa terhadap materi SKI, serta menciptakan suasana pembelajaran yang lebih interaktif, menyenangkan, dan kompetitif. Berdasarkan temuan tersebut, dapat disimpulkan bahwa model pembelajaran kooperatif tipe TGT efektif dalam meningkatkan kualitas pembelajaran SKI, baik dari segi pemahaman materi, partisipasi aktif siswa, maupun pengembangan keterampilan sosial dan nilai kerja sama di kelas.

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This study is driven by the observation that Islamic Cultural History lessons have often received little attention, as much of the content is delivered in a narrative format that tends to be monotonous and disengaging. In the digital era, there is an opportunity to modernize teaching methods that have traditionally been dominated by lectures. While lectures remain a relevant approach for Islamic Cultural History, the adoption of alternative methods is essential to boost student engagement and reduce boredom. This research aims to describe the state of Islamic Cultural History learning prior to the implementation of the Teams Games Tournament (TGT) cooperative learning model, explain the process of TGT model application, and assess its impact on Islamic Cultural History learning. A qualitative descriptive approach was used, employing observation, interviews, and documentation methods to gather data from teachers and students of class XII-3 at Muhammadiyah
7 High School in Surabaya. The findings indicated that the TGT model, which includes class presentations, group learning, academic games, tournaments, and rewards, significantly enhanced student engagement, motivation, and understanding of Islamic Cultural History content, while fostering a more interactive, enjoyable, and competitive learning environment. Based on these results, it can be concluded that the TGT cooperative learning model effectively improves the quality of Islamic Cultural History learning, both in terms of content comprehension, active student participation, and the development of social skills and teamwork values in the classroom.