Implementation of the Team Quiz Learning Model to Improve Activity and Outcomes of Mathematics Learning in Elementary School Students

Abstract

The purposes of this study were: (1) to describe the application of the team quiz model, (2) to describe the increase in students' activeness and learning outcomes in mathematics, and (3) to analyze the constraints and solutions to the application of the team quiz model in increasing the activity and results in learning mathematics about fractions in school students base. This type of research is collaborative classroom action research carried out in two cycles with five meetings. Each meeting consists of planning, implementing, observing, and reflecting. The subjects of this study were teachers and students totaling 28 students. Data collection techniques used are observation, interviews, and tests. Data validity used source triangulation and technical triangulation while content validity used grids. Data analysis was carried out through data reduction, data presentation, and concluding.

The results of this study indicate that: (1) the steps for implementing the team quiz model are: a) selecting learning topics; b) forming discussion groups; c) explanation of quiz rules; d) delivery of materials; e) conducting quizzes; (f) conclude the results of questions and answers and justification for students' wrong understanding; can increase the activity and student learning outcomes as evidenced by the increase in the average observation results of the activeness and completeness of student learning outcomes in cycle I, namely 85% and 89.28%, increased in cycle II, 92.85% and 100%, The conclusion from this study is that applying the team quiz model can increase the activity and learning outcomes of mathematics in elementary school students.