PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAMS GAMES TOURNAMENT) UNTUK MENINGKATKAN KEMAMPUAN MENYELESAIKAN SOAL CERITA PECAHAN

The aim of this classroom action research are (1) to increase the student’s ability of story fraction problem solving on Five Grade Students of SD Negeri Kleco I Surakarta, (2) describing about cooperative learning model application type TGT (Teams Games Tournament) to increase their ability in story fraction problem solving, (3) describing about strategies to counter the obstacles in cooperative learning model application type TGT (Teams Games Tournament) to increase the student’s ability in story fraction problem solving.Subjects of this research are students of Five Grade SD Negeri Kleco I Surakarta. Type of research is class action research includes three cyclic, every cyclic includes four stages: they are planning, acting, observing, and reflecting. Data collecting technique used in this research is observation, recording the documentation, and test. Analysis data used in this research is descriptive comparative and interactive analysis includes three components, they are data reduction, data display, and drawn the conclusion or verification.Based on research results, it concluded that (1) cooperative learning model application type TGT (Teams Games Tournament) is able to increase student’s ability in story fraction problem solving on Five Grade Students of SD Negeri Kleco I Surakarta, it indicated with as much as 42 Five Grade students experience the increasing of their learning achievement, that is, before class action 61% Cyclic I (KKM 70) 74%, Cyclic II (KKM 75) 83%, and Cyclic III (KKM 80) 76% of students are mastered their learning, (2) the way of cooperative learning application type TGT (Teams Games Tournament) is a manifestation of five stages learning model application of TGT model, they are class presentation, team working, games, tournament, and team/group recognition, (3) strategies to counter the obstacles in cooperative learning model application type TGT (Teams Games Tournament) are (a) making the team/group learning by teacher based on presentation student number to avoids the student complication in making group, (b) choosing the chief of learning group/team by teacher who responsible in teamwork activities to counter less teamwork between the members of group.Based on the conclusion it may be proposed about recommendation that mathematic learning through cooperative learning model type TGT (Teams Games Tournament) is able to increase the student’s ability in story fraction problem solving on Five Grade Students of SD Negeri Kleco I Surakarta, 2011/2012