The Effectiveness of Thematic Learning through the Cooperative Learning Approach of Team Accelerated Instruction (TAI) in Grade IV of SDN Cengkareng Barat 11
Keywords:
motivation, team accelerated instruction, thematic learning
Abstract
This study aimed to improve motivation and academic achievement of fourth-grade students at SDN Cengkareng Barat 11 Jakarta by applying the Cooperative Learning model, Team Accelerated Instruction (TAI), in thematic learning on Theme 8: "Our Environment, Our Friend." Using Classroom Action Research across three cycles, data on lesson plan quality, teacher performance, student motivation, and achievement were collected. Results showed significant improvements: lesson plan quality rose from 70% to 93%, teacher performance from 74% to 96%, student motivation from 70% to 94%, and students meeting Minimum Mastery Criteria increased from 60% to 94%. These findings confirm TAI’s effectiveness in enhancing learning quality, motivation, and achievement, recommending its use in primary education for more active and collaborative learning.
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References
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Arikunto, & Suharsimi. (2015). Penelitian Tindakan Kelas. , Jakarta: Bumi Aksara.
Assadi, N., Murad, T., & Khalil, M. (2019). Training Teachers’ Perspectives of the Effectiveness of the “Academy-Class” Training Model on Trainees’ Professional Development. Theory and Practice in Language Studies, 9(2), 137. https://doi.org/10.17507/tpls.0902.03
Bagas, A. A., Fatun, F. A., Ali Mustadi, & Colomeischi, A. A. (2021). Gaya mengajar, motivasi belajar, dan prestasi belajar: apakah? Jurnal Prima Edukasia, 9(1), 23–31.
Capperucci, D. (2015). Self-Evaluation and School Improvement: The Issemod Model to Develop the Quality of School Processes and Outcomes. IJAEDU- International E-Journal of Advances in Education, 1(2), 56. https://doi.org/10.18768/ijaedu.95839
Emda, A. (2018). Kedudukan Motivasi Belajar Siswa Dalam Pembelajaran. Lantanida Journal, 5(2), 172. https://doi.org/10.22373/lj.v5i2.2838
Fadli, M. R., Sudrajat, A., Aman, & Amboro, K. (2021). The Influence of Sorogan Method in Learning History to Increase Historical Understanding and Historical Awareness. International Journal of Evaluation and Research in Education, 10(1), 300–307. https://doi.org/10.11591/IJERE.V10I1.20972
Indrawan, D., & Ichsan, I. (2021). Meningkatan Hasil Belajar Siswa Melalui Penerapan Strategi Pembelajaran Card Sort di Madrasah Ibtidaiyah. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 2099–2107. https://doi.org/10.31004/edukatif.v3i4.1033
Latiana, L. (2019). Peran Sertifikasi Guru Dalam Meningkatkan Profesionalisme Pendidik. Edukasi, 1(3), 1–16. https://journal.unnes.ac.id/nju/index.php/edukasi/... · PDF file
Maryadi, M. (2019). Pengembangan Model Evaluasi Diri Untuk Peningkatan Mutu Pendidikan. PAUDIA : Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 8(1). https://doi.org/10.26877/paudia.v8i1.4091
Matitaputty, J. K., Saputra, N., Judijanto, L., Susanto, N., Hanif, M., Sopacua, J., & Fadli, M. R. (2024). PjBL-based digital history model to improve historical concept skills and historical consciousness. Journal of Education and Learning, 18(2), 430–440. https://doi.org/10.11591/edulearn.v18i2.21152
Matitaputty, J. K., & Sopacua, J. (2023). the Effectiveness of the 5E Learning Cycle Model As an Effort To Optimize Students’ Activities and Learning Outcomes. JIM, 4(1), 11–21. https://doi.org/10.30598/edusciencesvol4iss1pp11-21
Nikadek. (2022). Pengaruh Model Pembelajaran TAI Terhadap Keterampilan Berpikir Kritis IPS Siswa Kelas V SDN Desa Kaliasem Kecamatan Banjar. Http://Ejournal.Undiksha.Ac.Id/i Ndex.Php/JJPGSD/Article/Vie WFile/2429/2102, 10.
Novauli, F. (2015). Kompetensi Guru Dalam Peningkatan Prestasi Belajar Pada SMP Negeri Dalam Kota Banda Aceh. Adminstrasi Pendidikan Pascasarjana Universitas Syiah Kuala, 3(1), 45–67.
Patilima, S. (2022). Sekolah Penggerak Sebagai Upaya Peningkatan Kualitas Pendidikan. Prosiding Seminar Nasional Pendidikan Dasar, 0(0), 228–236. http://ejurnal.pps.ung.ac.id/index.php/PSNPD/article/view/1069
Ritonga, A. A., Lubis, Y. W., Masitha, S., & Harahap, C. P. (2022). Program Sekolah Penggerak Sebagai Inovasi Meningkatkan Kualitas Pendidikan di SD Negeri 104267 Pegajahan. Jurnal Pendidikan, 31(2), 195. https://doi.org/10.32585/jp.v31i2.2637
Slavin, R. (2008). Educational psychology: Theory and practice (9th ed.). Pearson Education.
Taurina, Z. (2015). Students Motivation and Learning Outcomes: Significant Factors in Internal Study Quality Assurance Aystem. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 5(4), 2625–2630. https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/special-issue-volume-5-2015/Students-Motivation-and-Learning-Outcomes-Significant-Factors-in-Internal-Study-Quality-Assurance-System.pdf
Wulandari. (2015). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Team Accelerated Intruction (TAI) Terhadap Hasil Belajar. JIMP, 4.
Yasin, A. F., Tarbiyah, D. F., Islam, U., Maulana, N., & Ibrahim, M. (2011). Pengembangan Kompetensi Pedagogik Guru Pendidikan Agama Islam Di Madrasah ( Studi Kasus di MIN Malang I ). El-QUDWAH, 1(April), 157–181.
Zaitun, Hadi, M. S., & Harjudanti, P. (2021). The Impact of Online Learning on the Learning Motivation of Junior High School Students. Jurnal Studi Guru Dan Pembelajaran, 2(2), 32–41. https://doi.org/10.37859/eduteach.v2i2.2487
Published
2025-10-10
How to Cite
Fadli, M., Fatonah, K., Afwan, B., & Qurrotu’ain, R. (2025). The Effectiveness of Thematic Learning through the Cooperative Learning Approach of Team Accelerated Instruction (TAI) in Grade IV of SDN Cengkareng Barat 11. Honoli of Journal Primary Teacher Education, 6(2), 78-93. https://doi.org/10.30598/honoli.6.2.78-93
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Articles
