Understanding the Teaching at The Right Level (TaRL) Model's Impact on High School Economics Curriculum and Performance
Keywords:
TaRL model, economics education, learning outcomes, learning processAbstract
This study aims to identify and analyze the impact of the Teaching at the Right Level (TaRL) model on the learning process and outcomes in Economics for tenth-grade students at Senior High School Makassar, as well as the influencing variables. The population includes all tenth-grade students at Senior High School. Data collection was conducted using a non-probability sampling method, selecting students from Social Science Class 1 (X IPS 1) and (X IPS 2) for an experimental study. Based on predetermined criteria, a sample of 72 students studying Economics was analyzed. Data collection techniques included observation, questionnaires, and documentation. The data analysis technique employed was simple regression correlation analysis using SPSS software. The results of this study indicate a significant impact of the TaRL model on the learning process of students in Social Science Class 1 (X IPS 1) for the Economics subject, with a significance value of 0.022 < 0.05. This suggests that variable X (learning process and outcomes) is positively influenced by variable Y (Teaching at the Right Level). Furthermore, there is a significant impact of the Teaching at the Right Level model on the learning process of students in Social Science Class 2 (X IPS 2) for the Economics subject, with a significance value of 0.012 < 0.05. This also indicates a positive influence of variable X (learning process and outcomes) by variable Y (Teaching at the Right Level). Based on the obtained data, the average student engagement reached 69.3%, which falls into the "good" category with a student engagement range of 61-80%.
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