Improving Mathematics Learning Outcomes through Problem Based Learning (PBL) Model and Teaching at The Right Learning (TaRL) Approach 2nd Grade Students of SD Inpres 3 Birobuli

Sariani; Nurjannah; Hamsia

doi:10.22487/me.v22i1.6339

Authors

Sariani Program Studi Pendidikan Profesi Guru, FKIP, Universitas Tadulako, Indonesia
Nurjannah Program Studi Pendidikan Fisika, FKIP, Universitas Tadulako, Indonesia
Hamsia Program Studi Pendidikan Profesi Guru, FKIP, Universitas Tadulako, Indonesia

DOI:

https://doi.org/10.22487/me.v22i1.6339

Keywords:

PBL; TaRL; Learning Outcomes; Mathematics

Abstract

This study aims to improve the mathematics learning outcomes of grade 2 students at SD Inpres 3 Birobuli through the implementation of the Problem Based Learning (PBL) Model and the Teaching at the Right Level (TaRL) Approach. PBL was chosen because of its ability to encourage students to think critically and solve real problems, while TaRL is used to adjust learning to different levels of student ability. This study uses a classroom action approach (CAR) which is carried out in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data were collected through tests, observations, and documentation, which were analyzed descriptively to measure improvements in student learning outcomes. The subjects of the study were 30 grade 2 students. Quantitative data were obtained from student test results, while qualitative data were obtained from the analysis of observation sheets and documentation during the learning process. The success indicator was set with a target of 75% completion. The results showed that the implementation of PBL and TaRL significantly improved students' mathematics learning outcomes. In the pre-cycle, only 40% of students achieved completion with a KKM score of 75. After the implementation of the two models, there was an increase to 68% in Cycle I and 93% in Cycle II. In conclusion, the implementation of PBL and TaRL in mathematics learning significantly improves students' learning outcomes, both in cognitive, psychomotor, and affective aspects. Cognitively, students show a better understanding of mathematical concepts and are able to solve mathematical problems more accurately. In the psychomotor aspect, students are able to apply problem-solving skills directly in various learning activities. Meanwhile, in terms of affective, students show active involvement, increased motivation, and positive attitudes towards mathematics learning. These results indicate that the combination of PBL and TaRL not only strengthens conceptual understanding but also develops practical skills and attitudes that support students' learning success.

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