Main Article Content


The level of motivation and learning outcomes of physical education students is still in the low category, especially in participating in adaptive physical education lectures. Therefore, an effective adaptive physical education learning design or model is needed so that learning objectives can be achieved optimally. The learning model demanded by students today is a learning model that is open, flexible, accessible to students wherever and whenever. For this reason, one alternative to overcome low motivation and learning outcomes is to combine the flipped classroom and team games tournament learning models. The research method used is classroom action research using two cycles consisting of planning, action, observation, and reflection. Instruments and data collection techniques used observation guides, questionnaires, and tests. Qualitative descriptive techniques are used to analyze the results of observations, while quantitative descriptive techniques are used to analyze the results of questionnaires and learning outcomes. Based on the results of data analysis, it can be seen that the application of flipped classrooms and team games tournaments can increase motivation and adaptive physical education learning outcomes.


flipped games motivation outcomes

Article Details

How to Cite
Syafrial, S., Nopiyanto, Y. E., & Arwin, A. (2022). Application of Flipped Classroom and Teams Games Tournament Learning to Increase Motivation and Adaptive Physical Education Learning Outcomes. Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 6(1), 41–50.


  1. Bishop, J., & Verleger, M. (2013). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. Proceedings - Frontiers in Education Conference, FIE, 161–163.
  2. Budiman. (2014). The Role of Information and Communication Technology in Education. Al Tadzkiyyah: Journal of Islamic Education, 8(I), 31–43.
  3. Dewi. (2020). Increasing Students' Motivation and Learning Achievement on Virus Materials with Flipped Classroom Learning assisted by Audio Visual Media. Journal Edutama Education, 7(2), 47.
  4. Hamza. (2012). Motivation Theory and Its Measurement. Jakarta: Earth Literacy.
  5. Hasanah, M., & Rahman, K. (2017). Application of Cooperative Learning Model Type Tgt (Team Game Tournament) With Peer Tutor Method To Complete Student Learning Outcomes In Class X IPA 6 SMAN 2 Pamekasan. Momentum: Physics Education Journal, 1(1), 66–82.
  6. Kii, OA, & Dewa, E. (2020). Phet Simulation as a Computer-Based Learning Media In the Team Games Tournament Learning Model to Improve Activities and Student Physics Learning Outcomes. Journal of Technology Research and Educational Innovation (JARTIKA), 3(2), 360-367.
  7. Kurniati, T., & Kurniawan, RA (2017). The Effect of TGT Type Cooperative Learning and Vark Model Learning Style on School Chemistry Learning Outcomes in Students Chemistry Education Study Program. PMIPA Journal, 8(2), 41-47.
  8. Martindar, BF, & Hartati, SCY (2014). The Effect of the Type Cooperative Learning Model Team Games Tournament (TGT) on Learning Outcomes of Freestyle Swimming (CRAW). Journal of Sports and Health Education, 2(01), 164-170.
  9. Muzyka, JL, & Luker, CS (2016). The Flipped Classroom Volume 1: Background and Challenges Introduction. doi: 10.1021/ bk-2016-1223.fw001
  10. Nopiyanto, YE, Raibowo, S., Novriansyah, N., & Ibrahim, I. (2021). Increase yield student learning through the flipped classroom learning model. Altius: Journal of Science Sports and Health, 10(1), 8-18.
  11. Pinontoan, KF, & Walean, M. (2020). The Effect of Flipped Classroom Using Google Classroom with Video Tutorials on Calculus Courses. Ecotech, 5(1), 51–60.
  12. Rohman, AA, & Karimah, S. (2018). Factors that affect low motivation studying class XI students. Journal of At-Taqaddum, 10(1), 95-108.
  13. Rusnawati, MD (2020). Implementation of Flipped Classroom on Results and Motivation Student Learning. Scientific Journal of Education and Learning, 4(1), 139-150. Sahid, HM (2020). The Effect of Whatsapp Social Media on Student Learning Motivation In the Southern Region of Bogor Regency. JTEV (Journal of Electrical Engineering and Vocational), 6(2), 248-257.
  14. Saparwadi, L. (2016). The effectiveness of the drill learning method with a peer teaching approach is viewed from the interest and achievement of students' mathematics learning. Journal of Didactic Mathematics, 3(1), 39–46.
  15. Siregar, I. (2019). Various learning methods in the field of educational studies Islam at SMK Negeri 1 Padang Gelugur, Pasaman Regency (Doctoral dissertation, IAIN Padangsidimpuan).
  16. Sudimahayasa, N. (2015). Application of the TGT Learning Model to Improve Results Student Learning, Participation, and Attitude. Journal of Education and Teaching, 48(1-3).