INCREASING LEARNING RESULTS STUDENTS OF ELEMENTARY SCHOOL THROUGH TEAMS GAMES TOURNAMENT LEARNING

The purpose of the implementation of Classroom Action Research (CAR) is to improve the learning outcomes of science materials in the Human Senses SDN Ciampel. The implementation of CAR is done through two cycles where each cycle consists of four stages: (1) planning, (2) implementation of action, (3) observation, and (4) reflection. Data collection techniques are done at the end of the cycle using tests, observations, and documentation. The success indicator of this CAR is the learning outcomes of learners who achieve the Minimum Exhaustiveness Criteria (MEC) is greater than 60 as many as 80% of learners, as well as the appearance of teachers in learning above the score 80. Results of research obtained from the assessment of learning outcomes of learners class IV in cycle I that is: average class 51,95; with mastery learners learn 69,56%; the value of teacher performance 88.07%. Learning outcomes in cycle II are: average class 77.83; with learners learning completeness 91,30%; the value of the teacher's appearance is 91.20%. The conclusion of this research is that the learning of TGT can improve the science learning result of the students of the human sense tool material in the fourth grade students and can improve the performance of teachers in the learning at SDN Ciampel. Keyword: Learning, Cooperative Learning, TGT. INTRODUCTION Education plays an important role for the intellectual life of the nation and develop the Indonesian people ideally. Law No.20 of 2003 article 1 reveals that education is a conscious and planned effort to create an atmosphere of learning and learning so that learners are actively developing their potential to have spiritual spirituality, self-control, steady personality, intelligence, noble character, and skilled will many things needed him, society, nation, and country. Witarsa (2017) reveals that learners can achieve many things needed by him if in learning can work together well, communicate well, and believe in himself. The necessary needs can be obtained through education in Elementary School (ES) which is integrated into various subjects, one of them science subjects. Science is a subject that can equip learners in many ways, including logical thinking skills, analysis, systematic, critical, and creative. These skills are needed so that learners are able to obtain, manage, and use information to survive in the future where the situation will be more dynamic and competitive. Ironically, science is still regarded as a difficult subject for both learners and teachers. This is most likely caused by the lack of motivation and desire of teachers in developing creative science learning. The lack of motivation of learners was seen to be this. Learning Journal of Elementary Education Volume 1 Number 1, Januari 2018 Creative of Learning Students Elementary Education 2 | INCREASING LEARNING RESULTS STUDENTS OF ELEMENTARY SCHOOL THROUGH TEAMS GAMES TOURNAMENT LEARNING COLLASE E-ISSN: 2614-4093 P-ISSN: 2614-4085 difficulties of these learners also appear in the fourth grade students SDN Ciampel West Bandung regency (KBB). Teachers' difficulties include lack of skill in making the Lesson Plans (RPP), especially in making learning steps and in determining appropriate learning strategies. In science learning in grade 4 students SDN Ciampel during this time, learners are not active in science learning. Learning is dominated by teachers and passive learners and only listens. This is what seems to make saturated learners and lack of motivation in science learning that impact on their learning outcomes. Based on the results of the reflection of learning done so far, the results of science learning class IV SDN Ciampel not as expected with still low learning outcomes. This is indicated by the acquisition of learning outcomes of learners on previous subjects who only get MEC more than 55. Only 10 students who achieve more value than MEC. Even if the value of MEC is more than 60, it can be achieved through cycle III. The low learning outcomes of these learners is caused by the dominance of conventional learning where the learning atmosphere is still centered on the teacher, so that learners become passive in learning. Efforts that can be done to overcome this is a different learning than usual. One effort that researchers do is to conduct cooperative learning. Some of the results of research by other researchers show that cooperative learning is effective enough to improve the relationship between learners of different background and also improve the relationship of teachers and learners in learning. The advantages of cooperative learning include making small groups can work together effectively. Asma (2006) revealed that with cooperative learning, learners learn together, communicate with each other, and be responsible for the achievement of learning outcomes, both individually and in groups. In this cooperative learning, learning groups that achieve optimal learning outcomes are awarded. The award is not in the form of goods, but in the form of points and other rewards. Asma (2006) revealed that the awarding of this award can spur and motivate learners to construct their learning goals become more structured and better. Selection of cooperative learning chosen is cooperative learning TGT conducted in the form of CAR activities. This research was conducted at SDN Ciampel. So, this research needs to be done immediately for improvement of learning in class IV, especially science subjects. Journal of Elementary Education Volume 1 Number 1, Januari 2018 Creative of Learning Students Elementary Education 3 | INCREASING LEARNING RESULTS STUDENTS OF ELEMENTARY SCHOOL THROUGH TEAMS GAMES TOURNAMENT LEARNING COLLASE E-ISSN: 2614-4093 P-ISSN: 2614-4085 METHODS This research was carried out in the form of CAR which patterned cycle review process. The study was designed in two cycles. If in the first cycle has not been met, then continued in cycle II. Cycle II is done after the analysis of cycle I is done improvements. The stages in each cycle are as follows: planning, action implementation, observation, and reflection (Witarsa, 2017). Cycle I and Cycle II Cycle I was carried out based on observations on the initial conditions, consisting of three meetings. Two meetings were held for learning and one meeting for the test. In cycle I covers the following stages: Planning At this planning stage, preparations are made before the lesson. The plan is a reference in carrying out the action. At this stage includes the activities of preparing RPP, preparing props to be used, making test instruments, making assessment sheets, and making observation slabs. This planning is done so that the activities of the implementation of research action run effectively, efficiently, and the implementation of the research to be smooth and get optimal results, without any significant constraints. Implementation of Action At this stage is the implementation of the contents of the design that has been made at the planning stage. In this stage action is taken. Action is implemented based on the RPP that has been made. The form of this activity is the learning done by the teacher. Observation Observation at this stage is done by some other teachers who act as observers. This is done in the hope of obtaining many records and observations based on observations of each observer. These diverse results will be of great benefit to the improvement of the next cycle. The points of focus of observation are as follows: a. Teacher performance in making TGTbased RPP; b. Teacher performance in conducting TGT learning; 3. Learning outcomes of learners of human senses materials with the use of TGT learning; 4. Involvement of learners in learning. Reflection Reflection is an activity undertaken to reiterate what has been done. This reflection activity is carried out by the researcher after completion of the implementation of the action and learning to find things that are in accordance with the design of learning and know Journal of Elementary Education Volume 1 Number 1, Januari 2018 Creative of Learning Students Elementary Education 4 | INCREASING LEARNING RESULTS STUDENTS OF ELEMENTARY SCHOOL THROUGH TEAMS GAMES TOURNAMENT LEARNING COLLASE E-ISSN: 2614-4093 P-ISSN: 2614-4085 carefully about the things that still need improvement in the next cycle. This activity is done at the end of the lesson. Researchers will know to what extent the success of learning is done, and as a consideration for the implementation of the next action. In this study, researchers used various data collection techniques to obtain data relevant to the research problem. Technique used as follows: a. The first and final test of the learner in cycle I and II. The test used is a matter that must be done by learners to know the ability of individual learners; b. Observation sheet of learners and teachers; c. Documentation. RESULTS AND DISCUSSION Based on the results of research from cycle I and cycle II showed that by applying TGT learning science learning results of human senses in grade IV SDN Ciampel academic year 2017/2018 has increased. Results of research that has been obtained from the test of learners and observation of learning is also a task that must be done learners to determine the ability of individual learners. (2) Observation of learning activities of learners and the appearance of teachers. Observation is done by observing the process of learning activities. (3) Documentation includes test results of learners, observation sheet of learners' learning activities and appearance of teachers. Documentation is a way to collect data in the form of written objects (learners' activities and the appearance of teachers) will be put forward as follows: Learning Outcomes Learners Learning outcomes are indicated by the value obtained by learners after taking the test. The result of learning science of human sense apparatus on fourth grade students of SDN Ciampel in academic year 


INTRODUCTION
Education plays an important role for the intellectual life of the nation and develop the Indonesian people ideally.Law No.20 of 2003 article 1 reveals that education is a conscious and planned effort to create an atmosphere of learning and learning so that learners are actively developing their potential to have spiritual spirituality, self-control, steady personality, intelligence, noble character, and skilled will many things needed him, society, nation, and country.Witarsa (2017) reveals that learners can achieve many things needed by him if in learning can work together well, communicate well, and believe in himself.The necessary needs can be obtained through education in Elementary School (ES) which is integrated into various subjects, one of them science subjects.Science is a subject that can equip learners in many ways, including logical thinking skills, analysis, systematic, critical, and creative.
These skills are needed so that learners are able to obtain, manage, and use information to survive in the future where the situation will be more dynamic and competitive.
Ironically, science is still regarded as a difficult subject for both learners and teachers.This is most likely caused by the lack of motivation and desire of teachers in developing creative science learning.The lack of motivation of learners was seen to be this.Learning difficulties of these learners also appear in the fourth grade students SDN Ciampel West Bandung regency (KBB).Teachers' difficulties include lack of skill in making the Lesson Plans (RPP), especially in making learning steps and in determining appropriate learning strategies.
In science learning in grade 4 students SDN Ciampel during this time, learners are not active in science learning.Learning is dominated by teachers and passive learners and only listens.This is what seems to make saturated learners and lack of motivation in science learning that impact on their learning outcomes.
Based on the results of the reflection of learning done so far, the results of science learning class IV SDN Ciampel not as expected with still low learning outcomes.This is indicated by the acquisition of learning outcomes of learners on previous subjects who only get MEC more than 55.Only 10 students who achieve more value than MEC.Even if the value of MEC is more than 60, it can be achieved through cycle III.
The low learning outcomes of these learners is caused by the dominance of conventional learning where the learning atmosphere is still centered on the teacher, so that learners become passive in learning.Efforts that can be done to overcome this is a different learning than usual.One effort that researchers do is to conduct cooperative learning.Some of the results of research by other researchers show that cooperative learning is effective enough to improve the relationship between learners of different background and also improve the relationship of teachers and learners in learning.The advantages of cooperative learning include making small groups can work together effectively.Asma (2006) revealed that with cooperative learning, learners learn together, communicate with each other, and be responsible for the achievement of learning outcomes, both individually and in groups.
In this cooperative learning, learning groups that achieve optimal learning outcomes are awarded.The award is not in the form of goods, but in the form of points and other rewards.Asma (2006) revealed that the awarding of this award can spur and motivate learners to construct their learning goals become more structured and better.
Selection of cooperative learning chosen is cooperative learning TGT conducted in the form of CAR activities.This research was conducted at SDN Ciampel.So, this research needs to be done immediately for improvement of learning in class IV, especially science subjects.

Implementation of Action
At this stage is the implementation of the contents of the design that has been made at the planning stage.In this stage action is taken.Action is implemented based on the RPP that has been made.The form of this activity is the learning done by the teacher.

Observation
Observation at this stage is done by some other teachers who act as observers.This is done in the hope of obtaining many records and observations based on observations of each observer.These diverse results will be of great benefit to the improvement of the next cycle.
The points of focus of observation are as follows: a. Teacher performance in making TGTbased RPP; b.Teacher performance in conducting TGT learning; 3. Learning outcomes of learners of human senses materials with the use of TGT learning; 4. Involvement of learners in learning.

Reflection
Reflection is an activity undertaken to reiterate what has been done.This reflection activity is carried out by the researcher after completion of the implementation of the action and learning to find things that are in accordance with the design of learning and know

RESULTS AND DISCUSSION
Based on the results of research from cycle I and cycle II showed that by applying TGT learning science learning results of human senses in grade IV SDN Ciampel academic year 2017/2018 has increased.Results of research that has been obtained from the test of learners and observation of learning is also a task that must be done learners to determine the ability of individual learners.(2) Observation of learning activities of learners and the appearance of teachers.Observation is done by observing the process of learning activities.
(3) Documentation includes test results of learners, observation sheet of learners' learning activities and appearance of teachers.Documentation is a way to collect data in the form of written objects (learners' activities and the appearance of teachers) will be put forward as follows:

Learning Outcomes Learners
Learning outcomes are indicated by the value obtained by learners after taking the test.
The result of learning science of human sense apparatus on fourth grade students of SDN Ciampel in academic year 2017/2018 after learning cycle I and cycle II can be seen in the following table:      In the hands of the teacher the quality of the child's personality is formed.Therefore, teachers must be competent, responsible, skilled, and dedicated.This is relevant to the theory of COLLASE E-ISSN: 2614-4093 P-ISSN: 2614-4085 carefully about the things that still need improvement in the next cycle.This activity is done at the end of the lesson.Researchers will know to what extent the success of learning is done, and as a consideration for the implementation of the next action.In this study, researchers used various data collection techniques to obtain data relevant to the research problem.Technique used as follows: a.The first and final test of the learner in cycle I and II.The test used is a matter that must be done by learners to know the ability of individual learners; b.Observation sheet of learners and teachers; c.Documentation.
performance were performed by observers.The results of observation of teacher performance (in making RPP and Implementation of Learning / PP) in cycle I and cycle II can be seen in table as follows: learners pay more attention to explanations of teachers and enterprising in learning.This change in learning outcomes is relevant to Skinner's learning theory inAnni, et al. (2007), which states that learning is a process of behavioral change.As a process, in learning activities it takes time to achieve learning outcomes, and learning outcomes are in the form of a more perfect behavior than the behavior before doing the learning activities.While learning activities according to Gagne in Suprijono (2009) is a change disposition or ability achieved by a person through activity.In this CAR, teacher performance values are expected to achieve predetermined success indicators (grades> 70).It aims to make the learning can be qualified.The result of teacher's performance in cycle I is 88,07.From the results of reflection on the appearance of teachers, found that there are still shortcomings, including less mastering learning materials and less motivate learners.Looking at the reflection of the results of cycle I, the shortcomings of cycle I improved in cycle II.The performance results in cycle II showed an increase to 91.20.Teachers are the primary educational tool in determining the quality of education, because teachers directly confront the learners in classroom and outside classroom learning.

Table 1
Cycle I and Cycle II table note that the average value of classes in the

Table 3
Mahmuddin (2009)f Teacher's Ability in Making RPP in Cycle I and Cycle IICooperative learning TGT is one type or model of cooperative learning that is easy to apply, involving all learners without having differences in status.This type involves the role of learners as peer tutors, containing elements of the game that can excite the spirit of learning and contain reinforcement.Learning activities with games designed in TGT model learning enable learners to learn more relaxed as well as foster responsibility, honesty, cooperation, healthy competition, and involvement in learning.The percentage of students' learning activity in cycle I was only 73.19% (not yet achieved the success indicator of 75%) increased to 79.65% in cycle II.Increased learning activities of learners because of the liveliness and cooperation of learners as learning increases.The increase of learners' learning activities is relevant to Slavin's theory inMahmuddin (2009), namely the advantages of the TGT model one of which is improving cooperative learners, the completeness of classical learning in the first cycle I was 69.56% (average value 51.95) increased in cycle II to 91.30% (average value 77.83).Increased learning outcomes of these learners because in learning