Abstract
Twenty-first-century learning seeks to develop students who can communicate effectively, think creatively, and compete in the digital era, thereby becoming skilled and adaptable individuals. This study aimed to identify the positive effects experienced by students during the implementation of differentiated instruction using the Teaching at the Right Level (TaRL) approach, particularly through Project-Based Learning (PjBL). The study employed a qualitative descriptive method and involved students of Class VII-A at SMP Negeri 2 Pakis in the 2023/2024 academic year. Observations showed that classroom activities became more active and students’ creativity increased. Students also demonstrated greater learning motivation and a stronger sense of responsibility when completing group assignments. The study concludes that differentiated instruction using the TaRL approach through PjBL produced many positive effects, particularly in student learning activities. These positive developments are expected to be accompanied by improved learning outcomes.
First Page
302
Last Page
308
Recommended Citation
Dewantari, A.,
&
Nuris, D.
(2025).
Efektivitas Model Project-Based Learning dalam Implementasi TaRL pada Pembelajaran Berdiferensiasi Siswa Kelas VII.
Journal of Innovation and Teacher Professionalism, 3(2), 302-308.
DOI: https://doi.org/10.17977/um084v3i22025p302-308
Available at:
https://citeus.um.ac.id/jitpro/vol3/iss2/9