PENGARUH INTEGRASI PEMBELAJARAN TaRL BERDIFERENSIASI TERHADAP PENINGKATAN LITERASI SISWA

Abstract

This research explores the Influence of differentiated TaRL (Teaching at the Right Level) learning integration on improving student literacy at Olat Rarang Public Elementary School. The objectives of the study are as follows: 1.To explain the influence of differentiated TaRL learning implementation on sixth-grade students at Olat Rarang Public Elementary School, 2. To measure the significant changes in the impact of differentiated integrative TaRL learning on literacy improvement for sixth-grade students at Olat Rarang Public Elementary School, and 3. To measure the results obtained by students regarding differentiated TaRL learning integration in sixth-grade at Olat Rarang Public Elementary School. The research design is Quasi Experimental with a Nonequivalent Control Group Design. The population consists of all sixth-grade students, totaling 58 students, with 21 males and 37 females. The sampling technique used a saturation sampling method, selecting two classes—one as the experimental class (VI B) and the other as the control class (VI A). Data collection methods include observation, interviews, questionnaires, and documentation. Data analysis was conducted using SPSS. The research findings indicate that implementing differentiated TaRL learning enhances student literacy. Tailoring the learning process to students' interests and talents makes the classroom experience more engaging. The average literacy skills of sixth-grade students at Olat Rarang Public Elementary School before integration were categorized as sufficient. After integrating differentiated TaRL learning, the literacy levels increased. In the experimental class (VI B), there was a significant improvement in literacy with an average pretest score of 43.48 and a posttest score of 71.72, resulting in a literacy gain of 28.24. Meanwhile, the control class (VI A) showed a literacy gain of 13.76, with an average pretest score of 41.13 and a posttest score of 71.72. There was a significant difference in literacy improvement between the experimental (VI B) and control (VI A) groups. In conclusion, the study suggests that literacy improvement through differentiated TaRL learning integration at Olat Rarang Public Elementary School is evident after the experiment.