Enhancing Students’ Chemistry Learning Outcomes on Buffer Solutions through the Teams Games Tournament Cooperative Learning Model
Abstract
Purpose of the study: The aim of this study was to improve the chemistry learning outcomes of class XI students at the Kampar Timur Private Islamic Senior High School, Kampar Timur District by implementing the Teams Games Tournament type cooperative learning model.
Methodology: The subjects in this study were 20 students of class XI of Madrasah Aliyah Swasta Kampar Timur, Kampar Timur District. This classroom action research was carried out in 4 stages, namely planning/preparation of action, implementation of action, observation, and reflection. The types of data obtained in this study were qualitative and quantitative data. Data collection techniques in this study used tests and observations. The data analysis technique used was descriptive analysis.
Main Findings: Based on the results of the study, it is known that the average student learning outcomes in the first daily test increased compared to before the action. Before the action, the average student learning outcomes were 64.5% after implementing the Teams Games Tournamenttype of cooperative learning, increasing to 70.5% while in cycle II it increased again to 74.8%.
Novelty/Originality of this study: This study offers novelty by implementing the Teams Games Tournament cooperative learning model specifically on buffer solution material through classroom action research in an Islamic senior high school context. Unlike previous studies, this research simultaneously examines improvements in students’ learning outcomes and learning activities, providing empirical evidence on the effectiveness of Teams Games Tournament for abstract chemistry concepts.
References
A. Patiung, I. W. Lasmawan, and I. G. P. Suharta, “The role of the driving teacher in the free curriculum of the free era of learning,” Int. J. Appl. Sci. Sustain. Dev., vol. 6, no. 2, pp. 114–118, 2024, doi: 10.36733/ijassd.v6i2.9093.
S. N. Jumatullailah, A. Maksum, and N. Nurhasanah, “Literature study: Analysis the role of teachers as models in strengthening character in primary school learners,” At-Taqaddum, vol. 16, no. 2, pp. 128–139, 2024, [Online]. Available: https://journal.walisongo.ac.id/index.php/attaqaddum/article/view/21138
H. M. Hsbollah and H. Hassan, “Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications,” Malaysian J. Learn. Instr., vol. 19, no. 1, pp. 147–181, 2022, doi: 10.32890/mjli2022.19.1.6.
A. Ni’mah, E. S. Arianti, S. Suyanto, S. H. P. Putera, and A. Nashrudin, “Problem-Based Learning (PBL) methods within an independent curriculum(A literature review),” Sintaksis Publ. Para ahli Bhs. dan Sastra Ingg., vol. 2, no. 4, pp. 165–174, 2024, doi: 10.61132/sintaksis.v2i4.859.
H. Y. Agustian et al., “Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature,” Rev. Educ., vol. 10, no. 2, pp. 1–41, Aug. 2022, doi: 10.1002/rev3.3360.
J. F. Eichler, “Future of the flipped classroom in chemistry education: recognizing the value of independent preclass learning and promoting deeper understanding of chemical ways of thinking during in-person instruction,” J. Chem. Educ., vol. 99, no. 3, pp. 1503–1508, Mar. 2022, doi: 10.1021/acs.jchemed.1c01115.
S. Ye, M. Elmgren, M. Jacobsson, and F. M. Ho, “How much is just maths? Investigating problem solving in chemical kinetics at the interface of chemistry and mathematics through the development of an extended mathematical modelling cycle,” Chem. Educ. Res. Pract., vol. 25, no. 1, pp. 242–265, 2024, doi: 10.1039/D3RP00168G.
E. Vula and F. Berisha, “Using Algebraic Manipulations and Analogical Transformations to Problem-Solving of Contextual Chemistry Problems,” Eur. J. Educ. Res., vol. 11, no. 3, pp. 1781–1796, Jul. 2022, doi: 10.12973/eu-jer.11.3.1781.
D. T. Miles and E. E. Joslin, “Building a Steady Foundation through Equilibrium: Solution and Solid State Chemistry,” J. Chem. Educ., vol. 98, no. 11, pp. 3457–3463, Nov. 2021, doi: 10.1021/acs.jchemed.1c00726.
J. Asbah and F. Muhammad Firdaus, “The influence of interactive digital learning media on improving history learning comprehension in grade IV students,” J. Prima Edukasia, vol. 13, no. 2, pp. 339–349, 2025, [Online]. Available: http://journal.uny.ac.id/index.php/jpehttps://doi.org/10.21831/jpe.v13i2.79624
A. M. Mugo, M. N. Nyaga, Z. N. Ndwiga, and E. B. Atitwa, “Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method,” Heliyon, vol. 10, no. 11, p. e32632, Jun. 2024, doi: 10.1016/j.heliyon.2024.e32632.
T. Tadesse, H. Ware, A. Asmare, and R. M. Gillies, “Enhancing student engagement and outcomes: The effects of cooperative learning in an ethiopian university’s classrooms,” Educ. Sci., vol. 14, no. 9, p. 975, Sep. 2024, doi: 10.3390/educsci14090975.
G. M. Geletu, “The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes,” Cogent Educ., vol. 9, no. 1, pp. 1–21, Dec. 2022, doi: 10.1080/2331186X.2022.2153434.
A. Simorangkir and M. Raidil, “High school chemistry learning: The correlation between students’ critical thinking and self-efficacy,” J. Pendidik. Mat. dan Sains, vol. 13, no. Special_issue, pp. 143–153, 2025, doi: 10.21831/jpms.v13ispecial_issue.88280.
D. F. Treagust, S. S. Qureshi, V. R. Vishnumolakala, J. Ojeil, M. Mocerino, and D. C. Southam, “Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: A perspective from grade 10 chemistry classes,” Res. Sci. Educ., vol. 50, no. 3, pp. 813–831, Jun. 2020, doi: 10.1007/s11165-018-9712-0.
Nofriansyah, J. Wardiman, and Y. Rahmi, “The effect of the Team Games Tournament (TGT) learning model on student’s achievement in economics education,” 2024.
A. Afifah and A. Atmazaki, “The effect of Kahoot-based Team Game Tournament Type Cooperative Model and Learning motivation on indonesian language learning outcomes,” J. Lang. Lang. Teach., vol. 12, no. 4, p. 1739, 2024, doi: 10.33394/jollt.v12i4.12568.
H. Hamka and A. S. Hasibuan, “Efforts to improve students’ learning outcomes through the TGT (Teams Games Tournament) Type Cooperative Learning model in islamic education learning at private elementary school 101820 Bina Karya,” Etnopedagogi J. Pendidik. dan Kebud., vol. 2, no. 1, pp. 257–269, 2025, doi: 10.62945/etnopedagogi.v2i1.608.
A. B. Wijaya, F. Nida, S. B. Z. Zettira, Suliswaningsih, F. N. Afiana, and Z. Rifai, “Gamification effect of Team Games Tournament in game-based learning on student motivation,” J. Appl. Data Sci., vol. 6, no. 1, pp. 201–212, 2025, doi: 10.47738/jads.v6i1.450.
K. H. D. Tang, “Student-centered approach in teaching and learning: What does it really mean?,” Acta Pedagog. Asiana, vol. 2, no. 2, pp. 72–83, 2023, doi: 10.53623/apga.v2i2.218.
N. Kerimbayev, Z. Umirzakova, R. Shadiev, and V. Jotsov, “A student-centered approach using modern technologies in distance learning: a systematic review of the literature,” Smart Learn. Environ., vol. 10, no. 1, pp. 1–28, 2023, doi: 10.1186/s40561-023-00280-8.
J. Yu-Fong Chang, L.-H. Wang, T.-C. Lin, F.-C. Cheng, and C.-P. Chiang, “Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic,” J. Dent. Sci., vol. 16, no. 4, pp. 1281–1289, Oct. 2021, doi: 10.1016/j.jds.2021.07.016.
C. Müller, T. Mildenberger, and D. Steingruber, “Learning effectiveness of a flexible learning study programme in a blended learning design: why are some courses more effective than others?,” Int. J. Educ. Technol. High. Educ., vol. 20, no. 1, pp. 1–25, Feb. 2023, doi: 10.1186/s41239-022-00379-x.
C. A. Mertler, “Action research as teacher inquiry: A Viable strategy for resolving problems of practice,” Pract. Assessment, Res. Eval., vol. 26, no. 19, pp. 1–12, 2021.
K. Botamo and G. C. Bol, “EFL teachers’ practice of using action research as a self-improvement tool in teaching english at gambella teacher education and health science college,” Int. J. Multidiscip. Res., vol. 5, no. 1, pp. 1–15, 2023, doi: 10.36948/ijfmr.2023.v05i01.596.
W. Lestari and A. Widayati, “Implementation of Teams Games Tournament to improve student’s learning activity and learning outcome: Classroom action research,” AL-ISHLAH J. Pendidik., vol. 14, no. 4, pp. 5587–5598, Sep. 2022, doi: 10.35445/alishlah.v14i4.1329.
M. L. Oktarianto and S. K. Handayanto, “Science learning tools with cooperative models of teams games tournament to improve students learning outcomes in primary schools,” 2021, p. 060014. doi: 10.1063/5.0043391.
A. Adiyono, F. Umami, and A. P. Rahayu, “The application of the Team Game Tournament (TGT) learning model in increasing student interest in learning,” in International Conference on Education Society and Humanity, 2023, pp. 817–825.
I. Isaloka, W. Wiryanto, and L. Mufidah, “Cooperative learning Teams Games Tournament (TGT) with content differentiation approach: An effort to improve student learning outcomes in whole number topics,” JagoMIPA J. Pendidik. Mat. dan IPA, vol. 4, no. 4, pp. 664–677, 2024, doi: 10.53299/jagomipa.v4i4.860.
M. Yansyah, “Effectiveness of teacher performance management in the implementation of student learning,” J. Corner Educ. Linguist. Lit., vol. 1, no. 4, pp. 227–234, 2022, doi: 10.54012/jcell.v1i4.46.
M. R. Pido, M. Mahmud, and S. Sudirman, “Teacher performance on student learning outcomes,” J. Econ. Bus. Educ., vol. 1, no. 1, pp. 21–29, 2023.
M. Hartandi and M. Mawardi, “Effectiveness of the guided inquiry-based flipped classroom learning system on buffer solution materials on students’ learning outcomes,” JKPK (Jurnal Kim. dan Pendidik. Kim., vol. 7, no. 2, p. 194, 2022, doi: 10.20961/jkpk.v7i2.63618.
R. Rehamita, R. Linda, and D. Futra, “Development of multiple representation based assessment instruments to measure students’ conceptual understanding of buffer solution material,” J. Educ. Sci., vol. 8, no. 4, pp. 671–689, 2024, doi: https://doi.org/10.31258/jes.6.3.p.444-458.
I. Azizah and D. Mardiana, “Learning transformation: Increasing student achievement through discovery learning,” Dirasah Int. J. Islam. Stud., vol. 2, no. 2, pp. 155–166, 2024, doi: 10.59373/drs.v2i2.42.
I. Supena, A. Darmuki, and A. Hariyadi, “The influence of 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes,” Int. J. Instr., vol. 14, no. 3, pp. 873–892, 2021, doi: 10.29333/iji.2021.14351a.
B. Novritasari, B. Setiawan, and M. A. Mahdiannur, “Implementation of cooperative learning model teams games tournament to improve student science learning outcome of junior high school,” J. Pijar Mipa, vol. 17, no. 5, pp. 650–656, 2022, doi: 10.29303/jpm.v17i5.3716.
S. N. Maghfira and N. Khikmah, “Effectiveness of implementing the Teams Games Tournament (TGT) learning model on the communication ability students,” Scaffolding J. Pendidik. Islam dan Multikulturalisme, vol. 5, no. 3, pp. 942–958, 2023, doi: 10.37680/scaffolding.v5i3.4069.
Z. Hakim, A. Almalouh, and R. Jannah, “Implementing the Teams Games Tournament (TGT) method to enhance students’ learning interest in islamic religious education,” Int. J. Islam. Educ. Res. Multiclturalism, vol. 7, no. 4, pp. 1324–1344, 2025, [Online]. Available: https://journal.yaspim.org/index.php/IJIERM/index
R. F. Riyanti, S. Suranto, N. Yusof, and A. Febriyanti, “Improving learning outcomes and learning motivation of students through Teams Games Tournament learning model (TGT),” J. Varidika, vol. 36, no. 1, pp. 1–12, 2024, doi: 10.23917/varidika.v36i1.4737.
S. Gannar and C. Kilani, “Contextualized learning and social constructivism: implementing a project-based approach in information systems development education,” J. Sci. Learn., vol. 8, no. 1, pp. 15–24, 2025, doi: 10.17509/jsl.v8i1.72667.
A. Saleem, H. Kausar, and F. Deeba, “Social constructivism: A new paradigm in teaching and learning environment,” Perenn. J. Hist., vol. 11, no. 11, pp. 403–421, 2021, doi: 10.52700/pjh.v2i2.86.
H. E. Haryono, A. Samsudin, K. N. Aini, and P. Siahaan, “Teams’ games tournaments with cognitive conflict instruction (CCI) model to unveil students’ misconceptions,” Cypriot J. Educ. Sci., vol. 16, no. 4, pp. 1343–1355, Aug. 2021, doi: 10.18844/cjes.v16i4.5983.
A. R. Muttaqien, A. Suprijono, N. H. Purnomo, and D. B. Rendy A.P, “The influence of cooperative learning model types of teams games tournaments on students’ critical thinking ability,” Int. J. Educ. Vocat. Stud., vol. 3, no. 6, pp. 432–437, Dec. 2021, doi: 10.29103/ijevs.v3i6.4620.
H. Bandaso, A. Sinring, D. Priska, and E. L. Ero, “Pengaruh pembelajaran Team Games Tournament terhadapmotivasi dan hasil belajar IPA siswa sekolah dasar,” J. Tunas Bangsa, vol. 10, no. 2, pp. 105–121, 2023, [Online]. Available: https://ejournal.bbg.ac.id/tunasbangsa
A. M. Al Fath, “Teams Games Tournament assisted by Tic Tac Toe media on the effectiveness of students in learning,” AL-ISHLAH J. Pendidik., vol. 13, no. 2, pp. 1287–1294, 2021, doi: 10.35445/alishlah.v13i2.784.
Y. Murni, Yusnah, Yulianti, and Yunus, “Teams Games Tournament model to improve student learning outcomes in islamic education learning at MA Negeri 3 Pesisir Selatan,” J. Profesi Guru Indones., vol. 1, no. 4, pp. 150–161, 2024, doi: 10.62945/jpgi.v1i4.631.
E. G. Rincon-Flores et al., “Improving the learning-teaching process through adaptive learning strategy,” Smart Learn. Environ., vol. 11, no. 1, pp. 1–27, 2024, doi: 10.1186/s40561-024-00314-9.
N. Paethrangsi, S. Teekasap, R. Khiewpan, and W. Jandaboue, “Empowering students’ autonomous learning through self-regulation, metacognitive strategies, and collaborative learning environments,” J. Lib. Arts RMUTT, vol. 5, no. 1, pp. 69–79, 2024, doi: 10.60101/jla.2024.5.1.4065.
N. Chakyarkandiyil and G. S. Prakasha, “Cooperative learning strategies: Implementation challenges in teacher education,” Probl. Educ. 21st Century, vol. 81, no. 3, pp. 340–360, 2023, doi: 10.33225/pec/23.81.340.
J. K. Matitaputty, N. Susanto, M. R. Fadli, I. Ramadhan, and C. J. Manuputty, “The effect of Team Games Tournament (TGT) in social science learning to improve student learning outcomes,” Al Ibtida J. Pendidik. Guru MI, vol. 10, no. 2, p. 374, 2023, doi: 10.24235/al.ibtida.snj.v10i2.15037.
P. A. Azis and N. D. Pertiwi, “The effect of cooperative learning model type Team Games Tournament (TGT) with play wheel media on students’ interest in biology education STKIP Pembangunan Indonesia,” in Journal of Physics: Conference Series, 2021, pp. 1–7. doi: 10.1088/1742-6596/1752/1/012068.
Copyright (c) 2025 Nurjanati Nurjanati, Istakapi Istakapi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Chemical Learning Innovation is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
