EFEKTIVITAS PEMBELAJARAN BERDIFERENSIASI BERBASIS TaRL DALAM MENINGKATKAN PEMAHAMAN KOGNITIF SISWA

Siska Ayu Adeylia; Jupriyanto Jupriyanto

doi:10.30659/jp-sa.6.3.%p

Penulis

Siska Ayu Adeylia Universitas Islam Sultan Agung
Jupriyanto Jupriyanto Universitas Islam Sultan Agung

DOI:

https://doi.org/10.30659/jp-sa.6.3.%25p

Kata Kunci:

Keywords, Differentiated Learning, Teaching at the Right Level (TaRL), Cognitive Understanding

Abstrak

This study aims to determine the influence of differentiated learning based on the Teaching at the Right Level (TaRL) method on the cognitive understanding of fourth-grade students on the topic of Cultural Diversity. This study employed a quantitative approach with a single-group pretest-posttest pre-experimental design. The research subjects consisted of 20 fourth-grade students at Karangasem Public Elementary School. The instrument used was a cognitive comprehension test, which was administered before and after the intervention. The results showed that the average pretest score was 57 with a standard deviation of 10.80, which increased to 90 on the posttest with a standard deviation of 7.25. The Shapiro-Wilk normality test indicated that the posttest data were not normally distributed (sig = 0.001), so the analysis was continued with the Wilcoxon Signed Rank Test. The Wilcoxon test results showed that all students experienced an increase in learning outcomes (positive rank = 20) with a Z value of -3.983 and a significance = 0.000 < 0.05. These findings conclude that TaRL-based differentiated learning has a significant effect on improving students' cognitive understanding and supports the achievement of learning objectives at every level of ability.

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