Implementing Teaching at the Right Level to Improve Science Learning Outcomes: A Classroom Action Research Study
DOI:
https://doi.org/10.47945/misool.v8i1.3290Keywords:
Teaching At The Right Level, Learning Outcomes, Science Learning, Classroom Action ResearchAbstract
Low understanding of simple machine concepts and diverse cognitive readiness among students often limit the effectiveness of standard science instruction. This classroom action research investigated the implementation of Teaching at the Right Level (TaRL) to improve science learning outcomes among Grade VIII students at SMP Negeri 3 Makassar. The study followed the Kemmis and McTaggart model across three cycles involving 48 students. Data were collected using validated learning-outcome tests, classroom observation sheets, and student-response questionnaires, then analyzed descriptively using quantitative percentages and qualitative thematic reflection. The intervention evolved systematically: Cycle I utilized initial heterogeneous grouping; Cycle II shifted to small homogeneous grouping based on cognitive readiness with targeted scaffolding; and Cycle III further reduced group sizes alongside integrated practical hands-on activities. Classical mastery increased from 33.3% in Cycle I to 89.6% in Cycle II and 97.9% in Cycle III, accompanied by an increase in mean scores from 65.33 to 89.58 and 94.00. Within the scope of this action research, these iterative refinements particularly aligning group homogeneity, scaffolding, and practical tasks with student readiness were associated with improved student participation and learning outcomes across cognitive levels.
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