Abstrak
Arabic is one of the most widely spoken languages in the field of science. Currently, Arabic is taught in schools across Indonesia. However, there are still challenges in teaching Arabic. For example, students often do not engage actively during lessons, which results in a lack of interest in the language. Therefore, researchers feel the need to address these challenges by exploring learning models that encourage greater student involvement. Consequently, they decided to investigate the effects of using the Team Games Tournament (TGT) learning model in teaching Arabic. The Team Games Tournament (TGT) learning model is a process that involves dividing students into heterogeneous small groups. The teacher presents the material, and students collaborate within their groups. They are required to work together and take responsibility for both individual and group learning. According to Slavin, in learning using the Team Games Tournament (TGT), students play with other team members to get grades for their team. This study aims to determine the effect of the Team Games Tournament (TGT) learning model on student learning outcomes in Arabic. The research was conducted with grade 4 students at the Islamic elementary school "Cahaya Hati" in Bukittinggi during the 2024/2025 academic year, with a study population of 56 students. The research sample consisted of class 4 Ar Rahmah, which served as the experimental class, and class 4 Ar Rayyan, which acted as the control class. This research is quantitative in nature and employs a quasi-experimental design, specifically using a post-test only design. The data collection technique utilized in this study involved testing. The test instruments included multiple-choice questions and essay questions. Based on the analysis of the test results, 27 out of 28 students in the experimental class achieved the expected score, while 22 out of 28 students in the control class reached the expected score. The target score for the test was greater than 70. Given these results, it can be concluded that there is a significant influence on learning outcomes for students taught using the Team Games Tournament (TGT) learning model compared to those who were not.