Implementing Teaching at the Right Level in Primary Schools: A Literature Review

Fendrix Setya Punawan; Rokhiyani Herlina; Titi Hidayah

doi:10.17977/um084v4i12026p30-38

Authors

Fendrix Setya Punawan Universitas Sanata Dharma
Rokhiyani Herlina PPG Universitas Sanata Dharma
Titi Hidayah PPG Universitas Sanata Dharma

DOI:

https://doi.org/10.17977/um084v4i12026p30-38

Keywords:

Learning Outcomes, Student Ability, TaRL, Primary Education

Abstract

The dynamic development of primary education requires teachers to adopt effective teaching methods. One key factor in improving student learning outcomes is the implementation of appropriate instructional strategies. This study aims to understand and analyze the fundamental principles and core concepts of Teaching at the Right Level (TaRL) as an approach to enhancing the quality of learning. The research uses a descriptive qualitative method with a literature review approach, analyzing 20 relevant studies. TaRL is a learning approach designed to match teaching strategies with students' actual levels of understanding and ability, focusing primarily on foundational literacy and numeracy skills. The application of TaRL in primary schools has proven effective in improving students’ academic performance. Based on the reviewed literature, several key factors influence the success of this approach, including differentiated instruction, teacher training, and formative assessment. One significant factor contributing to the success of TaRL implementation is the use of learning media that aligns with students’ needs and levels. This literature review concludes that TaRL can serve as a responsive and inclusive teaching strategy, especially in diverse classroom settings, and holds strong potential to support equitable learning outcomes in primary education.

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