Peningkatan Keaktifan Dan Minat Belajar Siswa Melalui Model Team Games Tournament Berbasis Gamifikasi Pada Materi Ipas Sumber Energi Di Kelas Iv Sekolah Dasar

Students' learning activeness and interest in Science and Social Studies (IPAS) on the topic of Energy Sources in Grade IV of SDN Tamanan were uneven because instruction was dominated by lectures. This study aimed to describe the implementation of the gamification-based Team Games Tournament (TGT) model and to improve students' learning activeness and interest. This collaborative classroom action research followed the Kemmis and McTaggart model and was conducted in two cycles with 25 students of class IV-A from August to September 2026. Activeness data were collected through an observation sheet with six indicators (scale 1–4) and interest data through a 20-item questionnaire (Likert scale 1–4), supplemented by field notes and documentation. The data were analyzed descriptively, both quantitatively and qualitatively. The initial assessment showed a mean activeness of 44.83% and a mean interest of 48.80%. Mean activeness increased from 58.25% (Fair) in Cycle I to 75.33% (High) in Cycle II, while mean interest increased from 54.45% (Fair) to 78.50% (High). At the end of Cycle II, 84.00% of students were in the High or Very High activeness category and 100.00% were in the High or Very High interest category, so the success indicator (≥75%) was achieved. It is concluded that gamification-based TGT, supported by clear game rules, tournament time management, and guidance for passive students, can improve students' activeness and interest on the topic of Energy Sources. The findings are contextual to one class without a comparison group.