Enhancing Multiplication Learning Outcomes, Interest, and Activity Through the Team Games Tournament Cooperative Learning Model Assisted by Napier's Bones
DOI:
https://doi.org/10.64780/jole.v2i2.240Keywords:
Cooperative learning, Learning activity, Learning interest, Learning outcomes, Napier's bones, Team Games Tournament (TGT), Whole-number multiplicationAbstract
Background: Multiplication is a foundational competence in elementary mathematics, yet many students in resource-constrained schools continue to experience difficulty because classroom instruction remains dominated by textbooks, procedural explanation, and limited use of concrete learning media.
Aims: This study examined the effectiveness of the Team Games Tournament cooperative learning model assisted by Napier’s bones in improving fifth-grade students’ multiplication learning outcomes and learning interest, while also describing their learning activity during the intervention.
Method: A quasi-experimental one-group pretest–posttest design was conducted with 30 fifth-grade students selected through cluster sampling at a rural public elementary school in North Sumatra, Indonesia. Data were collected using a validated 15-item multiplication test, a 30-item learning-interest questionnaire, and a 15-indicator learning-activity observation checklist. The analysis employed Wilcoxon signed-rank tests, paired-samples t-tests, normalized gain, descriptive percentages, and Cohen’s d.
Results: Mean learning-outcome scores increased from 6.20 to 9.20, with a moderate N-gain of 0.326, a significant Wilcoxon result (p = 0.0000057), and a large effect size (d = 2.09). Mean learning-interest scores rose from 87.80 to 94.47, with p = 0.0000016 and d = 2.33. Learning activity averaged 76.22%, indicating an active category.
Conclusion: The integrated model offers a practical, engaging, and low-cost strategy for strengthening multiplication achievement and student participation, although broader controlled studies are needed across diverse elementary-school contexts and longer periods of classroom implementation.
References
Aleksieva, L., Racheva, V., & Peytcheva-Forsyth, R. (2025). Talking tech, teaching with tech: How primary teachers implement digital technologies in practice. Informatics, 12(3). https://doi.org/10.3390/informatics12030099
Arthur, Y. D., Dogbe, C. S. K., & Asiedu-Addo, S. K. (2022). Enhancing performance in mathematics through motivation, peer-assisted learning, and teaching quality: The mediating role of student interest. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2072. https://doi.org/10.29333/ejmste/11509
Banani, U. A., & Aman, A. (2022). The effect of TGT cooperative learning model assisted by multimedia learning on cooperation and learning outcomes of class V elementary school students for social sciences. AL-ISHLAH: Jurnal Pendidikan, 14(3), 2649–2656. https://doi.org/10.35445/alishlah.v14i3.1211
Christman, E., Miller, P., & Stewart, J. (2024). Beyond normalized gain: Improved comparison of physics educational outcomes. Physical Review Physics Education Research, 20(1), 010123. https://doi.org/10.1103/PhysRevPhysEducRes.20.010123
Damanik, J. A., Sipayung, R., Tanjung, D. S., Gaol, R. L., Pinem, I., & Rajesh, V. (2025). The effect of the TGT cooperative learning model assisted by snakes and ladders on the mathematics learning outcomes of second-grade students. Jurnal PAJAR (Pendidikan dan Pengajaran), 9(6), 739–751. https://doi.org/10.33578/pjr.v9i6.297
Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131–8150. https://doi.org/10.1007/s10639-023-12145-1
Güven, M., & Alemdar, M. (2025). The effect of cooperative small-group instruction on fifth-grade students' mathematics engagement. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 7(2), 235–252. https://doi.org/10.38151/akef.2025.159
Hite, R. L., Jones, M. G., & Childers, G. M. (2024). Classifying and modeling secondary students' active learning in a virtual learning environment through generated questions. Computers & Education, 208, 104940. https://doi.org/10.1016/j.compedu.2023.104940
Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1105806
Isaloka, I., Wiryanto, W., & Mufidah, L. (2024). Cooperative learning teams games tournament (TGT) with content differentiation approach: An effort to improve student learning outcomes in whole number topics. JagoMIPA: Jurnal Pendidikan Matematika dan IPA, 4(4), 664–677. https://doi.org/10.53299/jagomipa.v4i4.860
Karina, L., Runtu, P. V. J., & Maukar, M. G. (2025). Effectiveness of the teams games tournament (TGT) cooperative learning model on students' mathematics achievement. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 5(3), 1303–1313. https://doi.org/10.51574/kognitif.v5i3.3457
Khairunnisa, E., Yumna, & Dahliana, D. (2026). Peningkatan hasil belajar matematika melalui model Teams Games Tournament (TGT) berbantuan media ular tangga pada siswa kelas IV SD. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(1), 213–225. https://doi.org/10.23969/jp.v11i01.43733
Kijamet, D., Wollschläger, R., Keller, U., & Ugen, S. (2025). FLUX (Fluid Intelligence Luxembourg): Development and validation of a fair tablet-based test of cognitive ability in multicultural and multilingual children. Journal of Intelligence, 13(11). https://doi.org/10.3390/jintelligence13110139
Kumkale, İ. (2022). Organizational ambidexterity. In İ. Kumkale (Ed.), Organizational mastery: The impact of strategic leadership and organizational ambidexterity on organizational agility (pp. 1–22). Springer Nature. https://doi.org/10.1007/978-981-16-7582-9_1
Langenberg, B., Janczyk, M., Koob, V., Kliegl, R., & Mayer, A. (2023). A tutorial on using the paired t test for power calculations in repeated measures ANOVA with interactions. Behavior Research Methods, 55(5), 2467–2484. https://doi.org/10.3758/s13428-022-01902-8
Ma, Y.-C. (2023). Using participatory teaching in hands-on courses: Exploring the influence of teaching cases on learning motivation. Education Sciences, 13(6). https://doi.org/10.3390/educsci13060547
Nilimaa, J. (2023). New examination approach for real-world creativity and problem-solving skills in mathematics. Trends in Higher Education, 2(3), 477–495. https://doi.org/10.3390/higheredu2030028
Peixoto, F., Mata, L., Campos, M., Caetano, T., Radišić, J., & Niemivirta, M. (2024). "Am I to blame because my child is not motivated to do math?": Relationships between parents' attitudes, beliefs and practices towards mathematics and students' mathematics motivation and achievement. European Journal of Psychology of Education, 39(2), 1561–1586. https://doi.org/10.1007/s10212-023-00774-6
Riyanti, R. F., Suranto, S., Yusof, N., & Febriyanti, A. (2024). Improving learning outcomes and learning motivation of students through Teams Games Tournament learning model (TGT). Jurnal VARIDIKA, 1–12. https://doi.org/10.23917/varidika.v36i1.4737
Rohman, A., Rusdarti, Kardoyo, & Mulyono, S. E. (2025). Effectiveness of character education management based on behavioral counseling approach in improving student character in senior high schools. European Journal of STEM Education, 10(1). https://eric.ed.gov/?id=EJ1491185
Rumapea, E. L. B., Kapoh, R. J., Novianti, C., Yuniarsih, Y., Harita, I. P. S., Herman, H., & Saputra, N. (2025). Investigating the use of comic strips media on developing students' narrative writing skills: A case study in language teaching. AL-ISHLAH: Jurnal Pendidikan, 17(2), 2526–2536. https://doi.org/10.35445/alishlah.v17i2.7345
Setiana, S., Murti, R. C., Wibowo, S. E., & Sayekti, O. M. (2025). The impact of the Team Games Tournament cooperative learning model on students' motivation and mathematics achievement in elementary schools. Jurnal Penelitian Ilmu Pendidikan, 18(1), 39–48. https://doi.org/10.21831/jpip.v18i1.86814
Shim, K. J., Menkhoff, T., Teo, L. Y. Q., & Ong, C. S. Q. (2023). Assessing the effectiveness of a chatbot workshop as an experiential teaching and learning tool to engage undergraduate students. Education and Information Technologies, 28(12), 16065–16088. https://doi.org/10.1007/s10639-023-11795-5
Stanovich, K. E., & Toplak, M. E. (2023). Actively open-minded thinking and its measurement. Journal of Intelligence, 11(2). https://doi.org/10.3390/jintelligence11020027
Suari, N. W. M. I., & Wiarta, I. W. (2025). Teams games tournament learning model with Napier rods on mathematics learning outcomes for grade V. International Journal of Elementary Education, 9(1), 79–85. https://doi.org/10.23887/ijee.v1i1.91671
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Allin Tampubolon, Kms. Muhammad Amin Fauzi, Sudirman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.