IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL TERHADAP ASSESSMENT SISWA MATA PELAJARAN BAHASA INDONESIA KELAS VI SEKOLAH DASAR

Zulfi Idayanti, NIM.: 22204082009 (2024) IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL TERHADAP ASSESSMENT SISWA MATA PELAJARAN BAHASA INDONESIA KELAS VI SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This type of research is qualitative, with the subjects of the research being 44 sixth grade students of Muhammadiyah Karangharjo Elementary School and 1 teacher of Indonesian language subjects. Data collection methods consist of observation, interviews, and documentation. Data validity testing is carried out by triangulating data sources, namely teacher sources, student sources, and secondary data according to experts or literature. The technical data analysis is in the form of qualitative data analysis with a descriptive design based on the Creswell book, which consists of 7 stages: organizing and preparing, reading through all the data, coding the data, identifying themes, developing a story line, adding an analytic framework, and representing/interpreting the data. The results of the study showed that the implementation of the Teaching at the Right Level (TaRL) approach at SD Muhammadiyah Karangharjo was in line with the stages of the TaRL approach consisting of using formative assessment instruments to diagnose what children already know and can do in literacy and mathematics, Grouping by levels rather than age, learning at the right level, and re-evaluating. In addition, SD Muhammadiyah Karangharjo has implemented content differentiation (material), process differentiation (method/strategy), and product differentiation. This approach is important to implement because it can increase the effectiveness of learning by adjusting teaching materials according to the level of student understanding, bridging the learning gap between students with varying levels of ability, and is effective in reducing learning loss that often occurs when students are unable to follow the material presented in class. The implementation of the TaRL approach at SD Muhammadiyah Karangharjo has an impact on the learning assessment process, both formative and summative assessments. The assessment process will follow the effectiveness of learning that adjusts teaching materials to the level of student understanding, so that the form of assessment will adjust. Through the effective application of assessment in the context of TaRL, we can create an inclusive, collaborative, and responsive learning environment where students can learn in the way that works best for them.

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