The Effect of TaRL Approach based on Process Differentiation on Problem-Solving Ability
Abstract
This study aims to evaluate the impact of the Teaching at Right Level (TaRL) approach based on process differentiation on the problem-solving abilities of eighth-grade students at UPT SPF SMPN 33 Makassar, focusing on the core topic of Vibrations and Waves. The research employs a quasi-experimental design with a pretest-posttest framework. Data collection was conducted using a problem-solving ability test instrument. The results indicated that prior to implementing the TaRL approach, the average score for students' problem-solving abilities was 32.33, classified as sufficient. Following the implementation, the average score is 65.77, which falls into the good category. This improvement reflects an N-Gain of 0.49, indicate a moderate increase. Additionally, the hypothesis test revealed a significance level of 0.001, which is less than 0.05, confirming that the hypothesis is accepted. The effect size calculation yielded a value of 0.862, categorizing it as a large effect size.
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DOI: https://doi.org/10.17509/jsl.v8i3.83463
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