Effect of the Teaching at the Right Level Approach on Students' Mathematical Problem-Solving Ability
https://doi.org/10.51574/kognitif.v6i3.5299
Keywords:
Linear Equations, Mathematics Learning, Problem-Solving Ability, Teaching at the Right LevelAbstract
Mathematical problem-solving ability is an essential competency in mathematics learning because it enables students to understand, analyze, and solve problems systematically. However, students' mathematical problem-solving ability remains relatively low, necessitating a learning approach capable of accommodating differences in students' abilities through instruction tailored to their initial ability levels. The Teaching at the Right Level (TaRL) approach enables learning to be adapted to students' initial ability levels, thereby potentially improving mathematical problem-solving ability. This study aims to determine the effect of implementing the Teaching at the Right Level approach on mathematical problem-solving ability in the topic of linear equations. The research employed a quantitative method with a posttest-only control group design. The population of this study consisted of all eighth-grade students of SMP Negeri 15 Tasikmalaya in the 2025/2026 academic year. The research sample was selected using a cluster random sampling technique, resulting in class VIII-F as the experimental group, consisting of 33 students, and class VIII-E as the control group, consisting of 33 students. The experimental group received learning treatment using the Teaching at the Right Level approach, while the control group used the Scientific approach. Data were collected using a mathematical problem-solving ability test consisting of three essay items on the topic of linear equations, which had met the validity and reliability requirements. The data analysis techniques used included the normality test, homogeneity test, and hypothesis testing using the Independent Sample t-Test. The results showed a significant difference in mathematical problem-solving ability between students taught using the TaRL approach and those taught using the Scientific approach (t = 4.627, p value < 0.05). Thus, the implementation of learning using the Teaching at the Right Level approach had a positive effect on students' mathematical problem-solving ability (Cohen's d = 1.14).
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