The Effect of Using Kaubi Media Based on Team Games Tournament (TGT) on Students’ Communication Skills and Learning Outcomes in Biology Learning
Keywords:
Kaubi media, TGT, communication, learning outcomes, biologyAbstract
Communication skills and learning outcomes are two important aspects that need to be developed in biology learning. Facts in the field show that active students still experience difficulties in communicating effectively and understanding biological concepts, especially in the human reproductive system material. This condition is caused by the dominance of conventional methods and the lack of learning media that can actively engage students. This study aims to determine the effect of using Biology Uno Cards (Kaubi) media based on Team Games Tournament (TGT) on communication skills and student learning outcomes. The research method used a one-group pretest-posttest on 34 grade XI high school students. The instruments used included observation of communication skills, learning outcome tests, and response questionnaires. The results showed an increase in students' communication skills from the first to the third meeting with a good category. In addition, the average value of learning outcomes increased from 54.85 in the pretest to 85.29 in the posttest with a Normalized Gain (N-Gain) value of 0.669 (moderate category). These findings demonstrate that the use of TGT-based Kaubi media has a positive impact on student communication skills and learning outcomes. Therefore, it can be used as an innovative alternative medium in biology learning to increase student engagement and understanding.
References
Fransiska. (2023). The development of UNO card-based media in mathematics learning. Journal of Mathematics Education Innovation, 8(2), 55–63.
Hairunnisa. (2024). Cooperative learning TGT model to improve student motivation and outcomes. Journal of Educational Practice, 15(1), 122–130.
Huang, B., & Hew, K. F. (2018). Implementing game-based learning in schools: A review of literature. Educational Technology Research and Development, 66(3), 685–704. https://doi.org/ 10.1007/s11423-018-9584-y
Kivunja, C. (2015). Exploring the pedagogical meaning and implications of the 4Cs “super skills” for the 21st century through Bruner’s 5E lenses of knowledge construction to improve pedagogical practices. Creative Education, 6(2), 224–239. https://doi.org/ 10.4236/ce.2015.62021
Kurniawan, R., Ratnawuri, T., & Ningrum, H. (2023). Development of UNO card media on national income material. Journal of Economics Education, 11(1), 22–30.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/ 10.1787/5f07c754-en
Rismorlita, L., Ananda, R., & Sari, D. (2021). 21st century skills in biology learning: A conceptual framework. Journal of Biology Education, 10(2), 101–110.
Rohani, R., & Ibrohim, I. (2020). Student communication skills in biology classes: Challenges and opportunities. Jurnal Pendidikan Biologi Indonesia, 6(3), 325–334. https://doi.org/ 10.22219/jpbi.v6i3.12345
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Milannia Eka Puspitasari, Marinda Sari Sofiyana, S.Si., M.Pd, Dr. Mar'atus Sholihah, M.Pd
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
