IMPLEMENTASI PENDEKATAN TaRL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK KELAS X SMKN 1 SURABAYA

Masruroh Khafidhoh(1*), Endah Budi Rahaju(2), Indah Saptaning Wahyuni(3)


(1) Universitas Negeri Surabaya
(2) Universitas Negeri Surabaya
(3) SMK Negeri 1 Surabaya
(*) Corresponding Author

Abstract


This study is motivated by the low critical thinking skills of X MP 3 grade students at SMKN 1 Surabaya, where 22 out of 35 students failed to meet the Minimum Competency Criteria (KKM) in the pre-test. Teacher-centered learning often overlooks the varying levels of student understanding, leading to gaps that need to be addressed. This classroom action research aims to improve students' critical thinking skills through the Teaching at the Right Level (TaRL) approach, which is tailored to the specific needs of each student. Conducted in two cycles, the study shows significant improvement in students' critical thinking abilities. The average pre-test score was 51.00 with a 37% pass rate. After implementing TaRL, the average score on the first post-test at the end of the first cycle increased to 70.86 with a 69% pass rate, and the second post-test at the end of the second cycle showed an increase to 83.77 with an 83% pass rate. This improvement indicates progress in interpreting, analyzing, evaluating, and making inferences. TaRL proved to be effective and is recommended for further exploration regarding its long-term impact and scalability in education.

Keywords


Pendekatan TaRL, Berpikir Kritis

Full Text:

PDF

References


Arikunto. (2010). Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

As’ad, M. C., Sulistyarsi, A., & Sukirmawati, J. (2023). Penerapan Model Pembelajaran Problem Based Learning (PBL) dengan Pendekatan Teaching at The Right Level (TaRL) dalam Meningkatkan Hasil Belajar Kognitif Siswa Kelas X pada Materi Inovasi Teknologi Biologi SMA. EduInovasi: Journal of Basic Educational Studies, 4(1), 76-85.

Banerjee, A., Cole, S., Duflo, E., & Linden, L. (2017). Remedying Education: Evidence from Two Randomized Experiments in India. Quarterly Journal of Economics, 122(3), 1235-1264.

Dewi, I., & Indra, W. (2019). Pengaruh Pendekatan Pembelajaran Berdasarkan Tingkat Kemampuan Terhadap Hasil Belajar Siswa. Jurnal Pendidikan, 10(2), 101-112.

Facione, P.A. (2020). Critical Thinking: What It Is and Why It Counts. Measured Reasons LLC.

Fitriani, S. N. (2022). Analisis Peningkatan Kemampuan Literasi Siswa Dengan Metode ADABTA Melalui Pendekatan TaRL. BADA’A: Jurnal Ilmiah Pendidikan Dasar, 4(1), 69-78.

Hoxworth, L. (2020). Active Learning Strategies to Enhance Education. Journal of Educational Research and Practice, 10(1), 45-47.

Isti’anah, A., & Setiadi, Y. (2023). Meningkatkan Hasil Belajar Peserta Didik melalui Pendekatan Teaching at The Right Level Model Problem Based Learning Berbantuan LKPD pada Mata Pelajaran Ekonomi Kelas X-4 di SMA Negeri 74 Jakarta. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 1178-1191.

Jauhari, T., Rosyidi, A. H., & Sunarlijah, A. (2023). Pembelajaran dengan Pendekatan TaRL untuk Meningkatkan Minat dan Hasil Belajar Matematika Peserta Didik. Jurnal PTK dan Pendidikan, 9(1), 59-74.

Kemmis, S. & Mc. Taggart, R. (1998). The Action Research Planner. Victoria: Deakin University Press.

Muralidharan, K., Singh, A., & Ganimian, A. J. (2021). Discrupting Education? Experimental Evidence on Technology-Aided Instruction in India. American Economic Review, 111(4), 1284-1319.

Nadziroh, N., Pratomo, W., Chairiyah, C., & Destria, D. (2023). Implementasi Tri Pusat Pendidikan Pada Pembelajaran PPKn Untuk Membentuk Karakter Siswa Kelas III Sekolah Dasar. Kognisi: Jurnal Penelitian Pendidikan Sekolah Dasar, 3(2), 44–49.

Pebria, R. N., Hartono, H., & Kurniawan, D. (2021). Evaluasi Kemampuan Berpikir Kritis Siswa di Indonesia Berdasarkan Hasil PISA 2018. Jurnal Penelitian Pendidikan, 18(3), 150-165.

Prabowo, D., & Wulandari, T. (2021). Efektivitas Pendekatan TaRL dalam Meningkatkan Keterampilan Berpikir Kritis Siswa. Jurnal Pendidikan Indonesia, 11(3), 208-218.

Saraswati, P. M. S., & Agustika, G. N. S. (2020). Kemampuan Berpikir Tingkat Tinggi Dalam Menyelesaikan Soal HOTS Mata Pelajaran Matematka. Jurnal Ilimiah Sekolaj Dasar. Jurnal Imiah Sekolah Dasar, 4(2), 257-269.

Setiawan, H. (2018). The Role of Feedback and Practice in Enhancing Critical Thinking Skills. Educational Psychology Review, 12(2), 89-102.

Setywati, A., Rosyidah, U., & Astuti, D. (2022). Kemampuan Berpikir Kritis Matematis Siswa Melalui Model Quantum Learning Berdasarkan Gaya Belajar. Jurnal Educatio, 8(1), 313-319.

Sutrisno, A. (2020). Implementasi Pendekatan Pembelajaran Aktif Berbasis Kebutuhan Individu dalam Meningkatkan Keterampilan Analisis. Jurnal Pendidikan, 12(4), 223-230.

Tabun, H. M., Taneo, P. N. L., & Daniel, F. (2020). Kemampuan Literasi Matematis Peserta Didik pada Pembelajaran Model Problem Based Learning (PBL). Edumatica: Jurnal Pendidikan Matematika, 10(1), 1-8.

Tohir, M. (2019). Hasil PISA Indonesia Tahun 2018 Turun dibanding Tahun 2015 (Indonesia’s PISA Results in 2018 are Lower than 2015). Open Science Framework, 1-2.


Article Metrics

Abstract view : 36 times
PDF - 18 times

DOI: https://doi.org/10.26714/jkpm.11.2.2024.29-42

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jurnal Karya Pendidikan Matematika

Jurnal Karya Pendidikan Matematika | P-ISSN: 2339-2444 E-ISSN: 2549-8401

 

Creative Commons Licence

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Karya Pendidikan Matematika | P-ISSN: 2339-2444 E-ISSN: 2549-8401