The Implementation of the Problem-Based Learning (PBL) Model with the Teams Games Tournament (TGT) Method on the Learning Outcomes of Grade X Accounting Students

Abstract

This study was motivated by the low learning outcomes of Grade X Accounting students in the Basic Accounting and Financial Institution course. This condition was caused by the lack of variation in the teaching methods used. The study aimed to determine the differences in learning outcomes between students who were taught using the Problem-Based Learning (PBL) model with the Teams Games Tournament (TGT) method and those who were taught using the Problem-Based Learning (PBL) model without the Teams Games Tournament (TGT) method. This study employed a quantitative approach with a quasi-experimental method and a pretest-posttest control group design. The sample consisted of 64 students selected using a saturated sampling technique, with 32 students from Grade X Accounting 1 as the experimental class and 32 students from Grade X Accounting 2 as the control class. Data were collected through a learning outcomes test and analyzed using descriptive statistics, normality test, homogeneity test, and the Mann–Whitney U test. The results showed an Asymp. Sig. (2-tailed) value of 0.006 (<0.05), indicating a significant difference in learning outcomes. The mean posttest score of the experimental class (84.53) was higher than that of the control class (76.38). Thus, the implementation of the Problem-Based Learning (PBL) model with the Teams Games Tournament (TGT) method resulted in better learning outcomes than the implementation of the Problem-Based Learning (PBL) model.