Asesmen Awal sebagai Landasan Teaching at The Right Level (TaRL) untuk Meningkatkan Pemahaman Konsep Biologi
DOI:
https://doi.org/10.30998/sainsmath.v5i2.2625Kata Kunci:
Keywords: Teaching at the Right Level, initial assessment, Biology comprehension, instructional strategies, non-cognitive factors.Abstrak
The varying levels of student understanding within a classroom often posed challenges in Biology learning, especially when instructional strategies did not align with individual student needs. Teaching at the Right Level (TaRL) was an approach that adjusted learning to the actual comprehension level of students rather than their age or academic grade, allowing for a more effective and inclusive learning experience. This study aimed to analyze the role of initial assessments in supporting the implementation of TaRL to enhance students' understanding of Biology concepts. This research used a descriptive quantitative method that involved 38 eleventh-grade students at SMAN 6 Depok. Data were collected through pre-tests, post-tests, and questionnaires evaluating non-cognitive factors such as motivation, interest, and student perceptions of learning. The findings indicated that initial assessments were crucial in identifying students' comprehension levels and adjusting instructional strategies accordingly. Flexible student grouping based on assessment results improved optimal comprehension, while non-cognitive factors also contributed to learning effectiveness. Therefore, the implementation of TaRL with assessment-based instructional strategies created a more adaptive, dynamic, and inclusive learning experience for students.
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- 2026-09-04 (2)
- 2026-07-01 (1)
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Hak Cipta (c) 2026 Parulian Simanjuntak, George Louwis Jonathan, Jupriadi, Giry Marhento, Mashudi Alamsyah, Martua Ferry Siburian, Imroatun Hasana, Rifqi Pratama (Penulis)
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