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Efficacy of Teaching at the Level Right Approach Combined with the Problem-Based Learning Model on Science Learning Outcomes at Middle School

Heri Syahputra Azhar Panjaitan, Ryan Dwi Puspita

Abstract


This research seeks to evaluate the efficacy of the Teaching at the Right Level (TaRL) strategy in conjunction with the Problem-Based Learning (PBL) model on the scientific learning outcomes of eighth-grade students at middle school Islam Terpadu Khairul Imam. This research addresses the inadequate scientific problem-solving abilities and science learning outcomes of Indonesian students, necessitating a more interactive and individualized instructional technique. The methodology used is a quasi-experimental design with a nonequivalent control group. The sample included two purposively chosen eighth-grade classes: one experimental class (n=25) underwent the TaRL–PBL intervention, whereas the control class (n=25) simply used the lecture approach. Data was gathered via a pretest and posttest consisting of 15 multiple-choice questions and thereafter examined for normality, homogeneity, and independent sample t-test using SPSS v.30. The findings indicated that the average posttest score of the experimental group (91.73) was much higher than that of the control group (68.53), with a significant difference (2-tailed) of 0.001 < 0.05. The experimental class achieved a score of 85.58, or 86%, on the N-Gain Test, indicating that the TaRL technique combined with the PBL model is an effective learning strategy.

Keywords


Level Right (TaRL); Middle School; Problem-Based Learning; Science Learning; Teaching

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References


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DOI: http://dx.doi.org/10.17977/jps.v13i32025p154