Penerapan metode pembelajaran Teams Games Tournament untuk pelajaran Tajwid di kelas III TPQ Mar’atus Sholihah Malang tahun ajaran 2015-2016

ABSTRAK

Metode pembalajaran merupakan usaha dimana pengajar merencanakan dan memperbaiki proses pembelajaran dengan tujuan siswanya menjadi lebih paham dan tertarik pada materi yang diajarkan. Metode pembelajaran yang berkembang saat ini lebih banyak diterapkan di sekolah-sekolah umum dan belum ada yang diterapkan di TPQ (Taman Pendidikan Al-Quran). Hingga saat ini metode-metode pengajaran di TPQ menggunakan metode yang lama seperti ceramah.

Tujuan dalam penelitian ini adalah untuk: (1) mengetahui guru menerapkan metode pembelajaran Teams Games Tournament (TGT) pada pelajaran tajwid kelas III di TPQ Mar’atus Sholihah Malang tahun ajaran 2015-2016 (2) Mengetahui pengaruh metode Teams Games Tournament (TGT) terhadap proses pembelajaran dan hasil belajar siswa pada pelajaran tajwid kelas III di TPQ Mar’atus Sholihah Malang tahun ajaran 2015-2016 (3) Mengetahui kendala dalam penerapan metode Teams Games Tournament (TGT) pada pelajaran tajwid kelas III di TPQ Mar’atus Sholihah Malang tahun ajaran 2015-2016.

Penelitian ini menggunakan metode kuantitatif yang di dukung dengan pendekatan pra-eksperimen dalam bentuk PTK karena peneliti mengalami beberapa hambat dalam proses penelitian yaitu sedikitnya populasi subyek dan sulitnya menentukan kelompok pembanding dalam proses penelitian.

Hasil penelitian ini menunjukkan bahwa adanya peningkatan hasil yang didapat dari nilai pretest dengan siswa yang lulus KKM ≥75 yaitu 9 siswa dari 16 siswa atau 56,25% dan hasil dari posttest yaitu siswa yang lulus KKM ≥75 adalah 16 siswa dari 16 siswa atau 100% sehingga terdapat peningkatan sebesar 43,75%. Dari hasil penelitian tersebut dapat ditarik kesimpulan bahwa metode pembelajaran Team Games Tournament (TGT) dapat diterapkan di TPQ Mar’atus Sholihah Malang pada materi Tajwid Nun Sukun dan Tanwin. Selain itu, dalam proses penelitian terdapat kendala-kendala dilapangan seperti alokasi waktu yang dibutuhkan cukup banyak, kurangnya sarana dan prasarana, serta kondisi kelas menjadi gaduh dan sulit dikendalikan.

ABSTRACT

The learning method is an effort in which teacher plans and improves the learning process with the goal of students become more aware and interested in the material. The learning method that has been developed at this time has been more widely applied in public schools and it is not applied in TPQ (Taman Pendidikan Al-Quran). Until now, the teaching methods in TPQ uses old methods such as lectures.

The purpose of this research was to: (1) know the teachers that implements instructional method of Teams Games Tournament (TGT) on the lessons of Tajwid of class III in TPQ Mar'atus Sholihah Malang of academic year of 2015-2016 (2) Determine the influence of method of Teams Games Tournament (TGT) against the learning process and student learning outcomes on theTajwidlessons of class III in TPQ Mar'atus Sholihah Malang of academic year of 2015-2016 (3) Know the obstacles in the implementation of the method of Teams Games Tournament (TGT) on the lessons of Tajwid of class III in TPQ Mar'atus Sholihah Malang of academicyearof 2015-2016.

This research used a quantitative method that was supported by pre-experimental approach in the form of PTK because researcher experienced some obstacles in the research process,namely the subject population and the difficulty of determining the comparison groups in the research process.

The results of this research indicated that the improvement of the results that was obtained from the value of pretest with students who graduated KKM ≥75 were 9 students from 16 students or 56.25%, and the results of the posttest were students who graduated KKM ≥75 were 16 students from 16 students or 100 % so there was an increase of 43.75%. From these results it could be concluded that the teaching method of Team Games Tournament (TGT) could be applied in TPQ Mar'atus Sholihah Malang on the Tajweed material of Nun sukun and Tanwin. Moreover, in the process of research, there were constraints in the field such as the allocation of time that needed more, lack of facilities and infrastructure, as well as the conditions of the class became rowdy and unruly.