Teaching at the Right Level Approach in Problem-Based Learning Design
DOI:
10.29303/ujcs.v5i4.734Published:
2024-12-01Issue:
Vol. 5 No. 4 (2024): December: In ProgressKeywords:
TaRL, PBL, 21st Century Skills, Innovative TeachersArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Community Service (known with PkM) activities were carried out by providing training to teachers in North West Seram District, Central Maluku Regency. This activity aims to provide insight into the development of teacher professionalism, more specifically how deep the application of Teaching at the Right Level (TaRL) in learning activities in schools. The activity was carried out through direct face-to-face meetings with teachers. The results of this service are known that teachers gain a lot of knowledge about strategies for connecting learning with a cultural background and referring to the level of student ability. In addition, more than 100 teachers were satisfied with the activities carried out, which were based on the level of student knowledge with the TaRL approach using the problem-based learning model. The teachers hope that the PkM Team can continue to provide assistance so that the implementation of learning activities in the classroom can run well. This is because TaRL is a new method for teachers in remote areas so that it requires adjustments in implementation in learning
References
Adhiya, A. C. S. (2024). Penggunaan teaching at the right level (TaRL) dalam penyesuaian tingkat kesulitan asesmen untuk meningkatkan hasil belajar. Jurnal Ilmu Pendidikan (JIP), 2(10), 1696–1702.
Aryanti, N., & Muthamainah. (2024). The effect of applying the teaching at the right level (TaRL) Approach Assisted by LKPD to improve the learning outcomes of grade 6 elementary school students on electrical circuits. Jurnal Penelitian Pendidikan IPA, 10(7), 3664–3673. https://doi.org/10.29303/jppipa.v10i7.7671
Azubuike, O. B., Moore, R., & Vaidya, G. (2023). Using Bourdieu’s theory of cultural reproduction to examine English language learning: A multilevel study in three lower- and middle-income countries. Social Sciences and Humanities Open, 8(1), 1–15. https://doi.org/10.1016/j.ssaho.2023.100578
Bae, H., Glazewski, K., Brush, T., & Kwon, K. (2021). Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding. Instructional Science, 49(3), 337–363. https://doi.org/10.1007/s11251-021-09539-4
Baena-Luna, P., Sánchez-Torné, I., García-Río, E., & Pérez-Suárez, M. (2024). Influence of the problem-based learning methodology on the intrapreneurial intentions of university students. International Journal of Management Education, 22(3), 1–13. https://doi.org/10.1016/j.ijme.2024.101024
Banerji, R., & Chavan, M. (2016). Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program. Journal of Educational Change, 17(4), 453–475. https://doi.org/10.1007/s10833-016-9285-5
Conica, M., Nixon, E., & Quigley, J. (2023). Talk outside the box: Parents’ decontextualized language during preschool years relates to child numeracy and literacy skills in middle childhood. Journal of Experimental Child Psychology, 236, 1–11. https://doi.org/10.1016/j.jecp.2023.105746
Daflizar, & Alfian. (2023). Nurturing students’ 21st-century skills in the classroom: Indonesian EFL teachers’ perceived practices. Issues in Educational Research, 33(3), 897–919.
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Greisen, M., Georges, C., Hornung, C., Sonnleitner, P., & Schiltz, C. (2021). Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychologica, 221, 1–11. https://doi.org/10.1016/j.actpsy.2021.103456
Ismail, I. A. (2024). Teaching at the right level (TaRL) as a potential solution for improving middle school education: a systematic review of the literature international journal of academic pedagogical research (IJAPR) Teaching at the Right Level (TaRL) as a Potential Soluti. International Journal of Academic Pedagogical Research, 8(4), 1–12. www.ijeais.org/ijapr
Kiromiah, E. W., Asih V.Y, I., & Pamungkas, A. S. (2021). Pengembangan lembar kerja peserta didik berbasis higher order thinking skills pada mata pelajaran matematika di sekolah dasar. TERAMPIL: Jurnal Pendidikan Dan Pembelajaran Dasar, 7(2), 187–199. https://doi.org/10.24042/terampil.v7i2.7682
Li, Y., Wang, X., Zhu, X. rui, Zhu, Y. xin, & Sun, J. (2019). Effectiveness of problem-based learning on the professional communication competencies of nursing students and nurses: A systematic review. Nurse Education in Practice, 37, 45–55. https://doi.org/10.1016/j.nepr.2019.04.015
Lipovsek, V. (2023). Systems thinking in international education and development: unlocking learning for all? Edward Elgar Publishing Ltd., 1–10. https://doi.org/10.4337/9781802205930
Lynch, K., Lee, M., & Loeb, S. (2023). An investigation of Head Start preschool children’s executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic. Early Childhood Research Quarterly, 64, 255–265. https://doi.org/10.1016/j.ecresq.2023.04.002
Nachandiya, N., James, B. H., Abdullahi, H., & Jutum, J. I. (2022). Impacts of Teaching at the Right Level (TaRL) Approach on Literacy and Numeracy Performance of Pupils in Adamawa State. European Modern Studies Journal, 6(3), 380–407.
Radhakrishnan, K., Sharma, U., & Gupta, S. (2019). Teaching at the Right Level Experience from Nepal. 1–32.
Suharyani, S., Suarti, N. K. A., & Astuti, F. H. (2023). Implementasi pendekatan teaching at the right level (TaRL) dalam meningkatkan kemampuan literasi numerasi anak Di SD IT Ash-Shiddiqin. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 470. https://doi.org/10.33394/jtp.v8i2.7590
Sydänmaanlakka, A., Häsä, J., Holm, M. E., & Hannula, M. S. (2024). Mathematics-related achievement emotions – Interaction between learning environment and students’ mathematics performance. Learning and Individual Differences, 113, 1–11. https://doi.org/10.1016/j.lindif.2024.102486
Thorndahl, K. L., & Stentoft, D. (2020). Thinking critically about critical thinking and prob-lem-based learning in higher education: A scoping review. Interdisciplinary Journal of Problem-Based Learning, 14(1), 1–21. https://doi.org/10.14434/ijpbl.v14i1.28773
Author Biographies
Marleny Leasa, Pattimura University
David Tuhurima, Pattimura University
Theresia Laurens, Pattimura University
License
Copyright (c) 2024 Theresia Laurens, Marleny Leasa, David Tuhurima
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
