ANALISIS IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL (TaRL) PADA PEMBELAJARAN MATEMATIKA KELAS IV DI SEKOLAH DASAR

Juliska, Landia Octa (2025) ANALISIS IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL (TaRL) PADA PEMBELAJARAN MATEMATIKA KELAS IV DI SEKOLAH DASAR. S1 thesis, UNIVERSITAS JAMBI.

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Abstract

Juliska, Landia Octa. 2025. Analisis Implementasi Pendekatan Teaching at The Right Level (TaRL) Pada Pembelajaran Matematika Kelas IV di Sekolah Dasar: Skripsi, Program Studi Pendidikan Guru Sekolah Dasar. Jurusan Pendidikan Anak Usia Dini dan Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Jambi, Pembimbing: (I) Dr. Yantoro, M.Pd., (II) Silvina Noviyanti, S.Pd., M.Pd. Kata Kunci: Implementasi, Pendekatan TaRL, Pembelajaran Matematika Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan evaluasi pembelajaran matematika dengan menggunakan pendekatan Teaching at The Right Level (TaRL) pada kelas IV di SD Negeri 34/I Teratai. Penelitian ini dilaksanakan pada semester genap tahun pelajaran 2024/2025. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan fenomenologi. Penelitian dilakukan di SD Negeri 34/I Teratai. Subjek penelitian meliputi guru dan siswa kelas IV A. Data penelitian dikumpulkan melalui wawancara, observasi dan dokumentasi, serta dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa pembelajaran matematika dengan menggunakan pendekatan Teaching at The Right Level (TaRL) pada kelas IV di SD Negeri 34/I Teratai terdiri dari tiga tahap, yaitu perencanaan, pelaksanaan, dan evaluasi perencanaan dan pelaksanaan. Pada tahap perencanaan guru telah melakukan analisis CP, merumuskan TP, dan menyusun ATP, serta menyiapkan perangkat ajar yang sesuai dengan kebutuhan peserta didik. Pada tahap pelaksanaan, guru menerapkan pendekatan Teaching at The Right Level (TaRL) yang dimana guru membagikan siswa sesuai dengan kemampuannya dan proses pembelajaran terdiri dari lima tahapan yang disusun berdasarkan sintaks model Problem Based Learning (PBL). Pada tahap evaluasi, guru melakukan refleksi serta evaluasi terhadap pendekatan yang telah diterapkan dengan memperhatikan efektivitas dalam meningkatkan pemahaman siswa, kesesuaian metode pengajaran dengan tingkat kemampuan siswa, serta dampaknya terhadap motivasi dan keterlibatan siswa dalam pembelajaran matematika. Kesimpulan dari penelitian ini menunjukkan bahwa penerapan pendekatan TaRL pada pembelajaran matematika kelas IV di sekolah dasar mencakup tiga tahap utama yaitu perencanaan, pelaksanaan, serta evaluasi perencanaan dan evaluasi pelaksanaan yang telah dilakukan oleh guru secara sistematis, sesuai dengan tujuan pembelajaran dan karakteristik siswa. Juliska, Landia Octa. 2025. Analysis of the Implementation of the Teaching at The Right Level (TaRL) Approach in Mathematics Learning for Grade IV in Elementary Schools: Thesis, Elementary School Teacher Education Study Program. Department of Early Childhood and Elementary Education, Faculty of Teacher Training and Education, University of Jambi, Supervisor: (I) Dr. Yantoro, M.Pd., (II) Silvina Noviyanti, S.Pd., M.Pd. Keywords: Implementation, TaRL Approach, Mathematics Learning This study aims to describe the planning, implementation, and evaluation of mathematics learning using the Teaching at The Right Level (TaRL) approach in grade IV at SD Negeri 34/I Teratai. This research was conducted in the even semester of the 2024/2025 academic year. The type of research used is qualitative with a phenomenological approach. The research was conducted at SD Negeri 34/I Teratai. The subjects of the study included teachers and students of class IV A. The research data were collected through interviews, observations and documentation, and analyzed using data reduction techniques, data presentation, and drawing conclusions. The validity of the data was tested through triangulation of techniques and sources. The results of the study indicate that mathematics learning using the Teaching at The Right Level (TaRL) approach in class IV at SD Negeri 34/I Teratai consists of three stages, namely planning, implementation, and evaluation of planning and implementation. At the planning stage, the teacher has conducted a CP analysis, formulated TP, and compiled ATP, and prepared teaching materials that are in accordance with the needs of students. At the implementation stage, the teacher applies the Teaching at The Right Level (TaRL) approach where the teacher distributes students according to their abilities and the learning process consists of five stages arranged based on the syntax of the Problem Based Learning (PBL) model. At the evaluation stage, the teacher reflects and evaluates the approach that has been implemented by considering the effectiveness in improving student understanding, the suitability of teaching methods to the level of student ability, and its impact on student motivation and involvement in mathematics learning. The conclusion of this study shows that the application of the TaRL approach to learning mathematics in grade IV in elementary schools includes three main stages, namely planning, implementation, and evaluation of planning and evaluation of implementation that have been carried out by teachers systematically, in accordance with learning objectives and student characteristics.

Type: Thesis (S1)
Uncontrolled Keywords: Implementasi, Pendekatan TaRL, Pembelajaran Matematika
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > PGSD
Depositing User: JULISKA
Date Deposited: 14 Apr 2025 03:26
Last Modified: 14 Apr 2025 03:26
URI: https://repository.unja.ac.id/id/eprint/77108

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