TGT for chemistry learning to enhance students’ achievement and collaborative skills

Chemistry learning is still dominated by conventional methods so it is less attractive to students. Teachers rarely pay attention to life skills, such as collaborative skills. Collaborative skills are one component of 21st century skills, which are important to develop. Problems in learning chemistry in addition to the lack of life skills developed, there is also the students’ perception that chemistry is difficult. These perceptions affect the quality and learning outcomes. One effort that can be done by the teacher is to choose an effective and efficient learning model. Teams Games Tournaments (TGT) is one of the variations of models in cooperative learning. The implementation of the TGT model is expected to have a positive impact on students’ achievement and collaborative skills. The purpose of this study was to investigate the effects of TGT, related to the subject of “Acid and Base” on students’ achievement and collaborative skills toward chemistry lesson. The study was a quasi-experimental, with posttest only design. The population was ninety students of eleventh grade a private high school in Sleman District. The participants were forty-five students from two different classes, which were assigned to the experimental (N = 23) and control groups (N = 22). Sampling in this study using purpose sampling techniques. Hypothesis testing shows that there are significant differences between students’ achievement and collaborative skills between the implementation of TGT learning and conventional learning. Students’ achievement and collaborative skills are better in TGT learning.