MODIFIKASI TEAM GAMES TOURNAMENT BERBASIS AKUNTABILITAS INDIVIDUAL UNTUK MENGUATKAN KARAKTER SOSIAL SISWA MADRASAH ALIYAH

Abstract

This article aims to describe the implementation of a modified Team Games Tournament (TGT) through variations in group size, analyze improvements in student responsibility and cooperation across cycles, and formulate an effective TGT grouping model to reduce social loafing. The research design utilized the spiral model of Classroom Action Research (CAR) by Kemmis and McTaggart, conducted over two cycles, involving 32 tenth-grade students at Madrasah Aliyah Darul Ulum Bareng, Jombang. Data were collected through structured participatory observation, field notes, and documentation, and then analyzed using the thematic analysis technique by Miles et al. The research results show that the implementation of standard TGT with large groups (10–11 students) in Cycle I resulted in an average participation rate of only 16% per group, with a consistent pattern of one to two students dominating—a manifestation of social loafing triggered by the low visibility of individual contributions. Structural modifications in Cycle II, involving reducing group size to pairs and adding mandatory presentations, increased participation to approximately 93%, with all pairs successfully completing the task and 28 out of 32 students able to present the material individually. These findings confirm that responsibility and cooperation are competencies that can be pedagogically designed through structural group engineering, rather than traits that emerge spontaneously. This study contributes to the development of a contextually modified TGT model for Islamic Education (PAI) learning in senior high schools.