Enhancing Student Collaboration through TGT Match Domino: A Case Study at Sekolah Indonesia Kuala Lumpur
Abstract
Problem Statement: Student group work in elementary classrooms often lacks structure and is dominated by a few voices, leading to weak collaboration. At Sekolah Indonesia Kuala Lumpur, 5th-grade IPAS discussions suffer from uneven participation and low peer-to-peer interaction. This study introduces a Teams-Games-Tournament (TGT) Match Domino game—a question-and-answer domino activity to stimulate cooperative learning. Research indicates that well-designed cooperative tasks improve academic skills, develop strong working relationships, and increase class participation. Significance: This intervention blends game-based learning with proven cooperative strategies to make group learning more dynamic and inclusive. Grounded in Vygotskian social-constructivist principles, it posits that knowledge is co-constructed through interaction. A successful outcome would offer a replicable model for Indonesian curriculum settings, enriching literature on student-centered pedagogy and instructional design.
Keywords
Full Text:
PDFReferences
Anggoro, P., & Khasanah, D. (2024). Technology-enhanced Teams-Games-Tournament: Effects on achievement and social skills in tertiary EFL. Research in Learning Technology, 32, 251–266. https://doi.org/10.25304/rlt.v32.251.
Brouwer, J., Flad, J., & de Bruin, A. B. H. (2021). Making learning effortful, but enjoyable: The role of desirable difficulties in game-based learning. Current Opinion in Behavioral Sciences, 39, 93-98.
Brouwer, J., Jolles, D., & Van den Bos, K. (2021). Teachers’ roles in facilitating student engagement in collaborative learning activities: A review of the literature. Educational Research Review, 32, 100373. https://doi.org/10.1016/j.edurev.2020.100373.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2016). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 95, 82-91.
De-Marcos, L., Garcia-Lopez, E., & Garcia-Caballero, A. (2021). A holistic approach for the evaluation of learning experiences with educational games. Computers & Education, 95, 223–242. https://doi.org/10.1016/j.compedu.2016.01.013.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. The Macmillan Company.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2024). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
Hwang, G. J., Hung, C. M., & Chen, N. S. (2022). A meta-analysis of the effects of game-based cooperative learning on students' learning outcomes. Educational Technology & Society, 25(2), 110-125.
Iotaibi, M. B. (2024). Effects of cooperative educational games: A meta-analysis in early education. Frontiers in Psychology, 15, 102334. https://doi.org/10.3389/fpsyg.2024.102334.
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533.
Putra, A., Prayitno, B. A., & Suhartono, S. (2020). Improving social skills of elementary school students through the teams games tournament model. International Journal of Instruction, 13(2), 867-880. https://doi.org/10.29333/iji.2020.13259a.
Putra, A. D., Haryono, A., & Sumarmi, S. (2020). The effect of problem based learning on social skills and learning outcomes. International Journal of Instruction, 13(1), 813-824.
Rahim, H., & Atuna, R. (2019). Implementing TGT in Grade 5 science: Impact on student achievement. In International Conference on Innovation in Education (pp. 45–53). Atlantis Press. https://doi.org/10.2991/icoie-19.2019.10.
Slavin, R. E. (1994). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69. https://doi.org/10.1006/ceps.1996.0004.
Sun, J. C.-Y. (2023). Effects of digital game-based scaffolding on students' collaborative problem solving. Computers & Education, 194, 104702. https://doi.org/10.1016/j.compedu.2022.104702.
Sun, L., Wang, X., & Liu, Y. (2022). Engagement and learning outcomes in cooperative vs. traditional instruction: A meta-analytic review. Contemporary Educational Psychology, 73, 102365. https://doi.org/10.1016/j.cedpsych.2022.102365.
Sun, Z. (2023). Scaffolding in game-based learning: A systematic review. Educational Research Review, 38, 100435. https://doi.org/10.1016/j.edurev.2023.100435.
Susilawati, S., Sukartiningsih, W., & Subroto, W. T. (2020). The increase of learning outcome: Cooperative learning TGT type based on the picture media on material rights and obligations. Pakistan Journal of Social Sciences, 17(2), 111–116.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x.
DOI: http://dx.doi.org/10.18415/ijmmu.v12i9.7099
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 International Journal of Multicultural and Multireligious Understanding
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.