Improving Problem Solving Abilities in Class V Mathematics Subjects Using Tarl Approach and Concrete Media

Kristina Kristina; Ijirana Ijirana; Nurmi Nurmi

doi:10.22487/me.v21i1.4577

Authors

Kristina Kristina Program Studi Pendidikan Profesi Guru, FKIP, Universitas Tadulako, Indonesia
Ijirana Ijirana Program Studi Pendidikan Kimia, FKIP, Universitas Tadulako, Indonesia
Nurmi Nurmi SD Inpres 1 Talise, Indonesia

DOI:

https://doi.org/10.22487/me.v21i1.4577

Keywords:

Problem Solving; TaRL; Concrete Media; Mathematics

Abstract

This study aims to improve the problem-solving ability of fifth-grade students of SD Inpres 1 Talise in mathematics subjects through the application of the Teaching at the Right Level (TaRL) approach and the use of concrete media. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, with the pre-cycle as the initial reference. Each cycle includes the stages of planning, implementation, observation, and reflection. The subjects of the study were 30 fifth-grade students. Data were collected through problem-solving ability evaluation tests, observation, and documentation, then analyzed descriptively to see the increase in student learning outcomes. The results showed that the TaRL approach and concrete media significantly improved students' problem-solving abilities. At the pre-cycle stage, the average problem-solving ability of students only reached 32.92%. After implementation in Cycle I, the average increased to 69.16%, and in Cycle II it reached 88.18%. These results indicate that the TaRL approach, which groups students based on their ability levels, and the use of concrete media as a visualization tool, is effective in improving understanding and problem-solving skills in mathematics. This study recommends the consistent use of the TaRL approach and concrete media in mathematics learning to improve student learning outcomes. This finding is in line with the constructivist learning theory that emphasizes the importance of learning that is tailored to the level of student development and the use of concrete aids in facilitating the understanding of abstract concepts.

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