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Abstract

This study aims to analyze the implementation of the Teaching at the Right Level (TaRL) approach in IPAS (Science, Environment, and Social Studies) learning, specifically on the topic of the digestive system, in Grade 5 at SD Kanisius Kembaran, Yogyakarta. A descriptive qualitative method was employed, with data collected through interviews with teachers and students, as well as a review of relevant literature. The findings indicate that the TaRL approach positively impacts student learning outcomes, with approximately 60% of students showing improved comprehension and more active engagement. However, the implementation also faces several challenges, such as time management difficulties, limited learning media, and initial student resistance to ability-based grouping. Despite these obstacles, effective teacher communication strategies have improved student acceptance of the method, fostered group collaboration and increased learning motivation. Moreover, TaRL has proven helpful in addressing varying levels of student understanding, promoting more equitable academic development. This study concludes that the success of the TaRL approach depends on well-planned differentiation strategies and continuous formative assessment. Therefore, its application requires careful planning and adaptation to maximize learning outcomes in IPAS subjects at the primary school level.

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