The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model
This study aims to explore the effectiveness of collaboration between the Teaching at the Right Level (TaRL) approach and the problem-based learning (PBL) model in improving student learning outcomes at junior high school and senior high school levels. TaRL is a method that emphasizes learning tailo...
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| Format: | Article |
| Language: | English |
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De Gruyter
2024-11-01
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| Series: | Open Education Studies |
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| Online Access: | https://doi.org/10.1515/edu-2024-0046 |
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| author | Mustafa Sriyanti Riana Rika Baharullah Baharullah Maming Khadijah |
| author_facet | Mustafa Sriyanti Riana Rika Baharullah Baharullah Maming Khadijah |
| author_sort | Mustafa Sriyanti |
| collection | DOAJ |
| description | This study aims to explore the effectiveness of collaboration between the Teaching at the Right Level (TaRL) approach and the problem-based learning (PBL) model in improving student learning outcomes at junior high school and senior high school levels. TaRL is a method that emphasizes learning tailored to students’ individual ability levels, while PBL focuses on PBL that encourages students to develop critical thinking and problem-solving skills independently. In this study, 73 students participated in two cycles of learning practices integrating the two approaches. The results of the initial diagnostic test were used to group students based on their ability levels, which were then followed by the implementation of learning using problem-based scenarios according to their groups. Quantitative data were obtained through learning outcome tests and analyzed using descriptive statistics and ANOVA. The mean value of students’ final test results reached 79.73, indicating a significant increase in understanding after the implementation of this method. However, the ANOVA results showed that there was no significant difference between the tested groups, with a p-value of 0.662 and an F-statistic of 0.414. In addition, in-depth interviews were conducted to understand students’ perceptions of the applied learning method. The results of the interviews revealed that students felt more engaged and motivated in the learning process, especially since the materials were tailored to their abilities and they were given the opportunity to solve problems relevant to real life. However, variations in learning outcomes were still evident, indicating the need for further adjustments in the approach to reduce performance disparities between students. This study concludes that the collaboration of TaRL and PBL can be an effective strategy for improving learning outcomes. However, adaptation and continuous monitoring are needed to ensure that all students can benefit the most from this approach. |
| format | Article |
| id | doaj-art-26f54a02a4584b448239b8cfb4bac6c2 |
| institution | DOAJ |
| issn | 2544-7831 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj-art-26f54a02a4584b448239b8cfb4bac6c22025-08-20T02:49:46ZengDe GruyterOpen Education Studies2544-78312024-11-0161718110.1515/edu-2024-0046The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning ModelMustafa Sriyanti0Riana Rika1Baharullah Baharullah2Maming Khadijah3Department of Mathematics Education, Universitas Muhammadiyah Parepare, South Sulawesi 91131, IndonesiaDepartment of Mathematics Education, Universitas Muhammadiyah Parepare, South Sulawesi 91131, IndonesiaDepartment of Mathematics Education, Universitas Muhammadiyah Makassar, South Sulawesi 90221, IndonesiaDepartment of Mathematics Education, Universitas Muhammadiyah Parepare, South Sulawesi 91131, IndonesiaThis study aims to explore the effectiveness of collaboration between the Teaching at the Right Level (TaRL) approach and the problem-based learning (PBL) model in improving student learning outcomes at junior high school and senior high school levels. TaRL is a method that emphasizes learning tailored to students’ individual ability levels, while PBL focuses on PBL that encourages students to develop critical thinking and problem-solving skills independently. In this study, 73 students participated in two cycles of learning practices integrating the two approaches. The results of the initial diagnostic test were used to group students based on their ability levels, which were then followed by the implementation of learning using problem-based scenarios according to their groups. Quantitative data were obtained through learning outcome tests and analyzed using descriptive statistics and ANOVA. The mean value of students’ final test results reached 79.73, indicating a significant increase in understanding after the implementation of this method. However, the ANOVA results showed that there was no significant difference between the tested groups, with a p-value of 0.662 and an F-statistic of 0.414. In addition, in-depth interviews were conducted to understand students’ perceptions of the applied learning method. The results of the interviews revealed that students felt more engaged and motivated in the learning process, especially since the materials were tailored to their abilities and they were given the opportunity to solve problems relevant to real life. However, variations in learning outcomes were still evident, indicating the need for further adjustments in the approach to reduce performance disparities between students. This study concludes that the collaboration of TaRL and PBL can be an effective strategy for improving learning outcomes. However, adaptation and continuous monitoring are needed to ensure that all students can benefit the most from this approach.https://doi.org/10.1515/edu-2024-0046mathematicsproblem-based learningteaching at the right level |
| spellingShingle | Mustafa Sriyanti Riana Rika Baharullah Baharullah Maming Khadijah The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model Open Education Studies mathematics problem-based learning teaching at the right level |
| title | The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model |
| title_full | The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model |
| title_fullStr | The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model |
| title_full_unstemmed | The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model |
| title_short | The Collaboration of Teaching at The Right Level Approach with Problem-Based Learning Model |
| title_sort | collaboration of teaching at the right level approach with problem based learning model |
| topic | mathematics problem-based learning teaching at the right level |
| url | https://doi.org/10.1515/edu-2024-0046 |
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