Self-Regulated Learning Needs in Teams Games Tournament: A Systematic Literature Review in Elementary Education

Abstract

Self-Regulated Learning is an important factor in the successful implementation of learning models, including the Teams Games Tournament (TGT) model, which is often overlooked and receives less attention in learning practices. Therefore, this article aims to analyze the need for Self-Regulated Learning in the Teams Games Tournament learning model based on the results of a literature review. This study adopted a systematic literature review approach by formulating research questions, namely: (i) what are the characteristics of research related to Self-Regulated Learning in TGT learning, (ii) what components of Self-Regulated Learning influence TGT learning, and (iii) what is the role of Self-Regulated Learning in supporting the effectiveness of the TGT learning model implementation. The subjects of this study were articles published in journals indexed by Google Scholar, Garuda, and DOAJ. The article selection process used the PRISMA method, resulting in 22 relevant articles from 254 articles. The results of the review indicate that the implementation of the Teams Games Tournament learning model generally has a positive impact on student engagement and learning outcomes, but its success is highly dependent on the level of Self-Regulated Learning. The most dominant SRL components required in TGT learning include learning planning, self-monitoring, and self-evaluation. Based on these findings, it can be concluded that Self-Regulated Learning is an essential requirement that needs to be systematically integrated into the Teams Games Tournament learning model.