The Impact of PBL with CRT-TaRL Approach on Mathematics Learning Outcomes at SMKN 1 Madiun
Keywords:
Problem Based Learning (PBL), Teaching at the Right Level (TaRL), Culturally Responsive Teaching (CRT), Learning Outcomes, MathematicsAbstract
This Classroom Action Research (CAR) aims to improve mathematics learning outcomes for 33 students of class XI AV 1 at SMK Negeri 1 Madiun by implementing the Problem-Based Learning (PBL) model combined with a Culturally Responsive Teaching (CRT)-based Teaching at the Right Level (TaRL) approach. PBL was utilized to foster active problem-solving, while TaRL addressed diverse initial ability levels through grouping. CRT integrated local cultural values to make learning more relevant. The study was conducted in two cycles following the planning, implementation, observation, and reflection stages. Data were collected through Student Worksheets (LKPD), individual formative tests, and observation sheets. The motivation indicator was measured using an observation scale focusing on student engagement, persistence in tasks, and enthusiasm toward cultural-based learning. The results showed a significant increase in mastery learning (ketuntasan). In Cycle I, 72.7% of students achieved the minimum criteria, which increased to 87.8% in Cycle II. Furthermore, observation data confirmed improved student motivation, evidenced by higher participation levels and a positive response to the integration of cultural values in the classroom.
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