PENDAMPINGAN IMPLEMENTASI PENDEKATAN TaRL  (TEACHING AT THE RIGHT LEVEL) UNTUK MENINGKATKKAN KEMAMPUAN LITERASI MURID

Siti Sanisah; Edi Edi; Mas'ad Mas'ad; Linda Ayu Darmurtika; Arif Arif

doi:10.31764/jces.v6i2.14572

PENDAMPINGAN IMPLEMENTASI PENDEKATAN TaRL (TEACHING AT THE RIGHT LEVEL) UNTUK MENINGKATKKAN KEMAMPUAN LITERASI MURID

Siti Sanisah, Edi Edi, Mas'ad Mas'ad, Linda Ayu Darmurtika, Arif Arif

Abstract

Abstrak: Kemampuan literasi murid tingkat sekolah dasar di Indonesia membutuhkan perhatian serius, diperlukan berbagai upaya agar dapat menjadi lebih baik melalui jalur pendidikan formal, informal, dan nonformal. Menyadari hal itu, dilakukan pengabdian yang bertujuan untuk meningkatkan kemampuan literasi 34 orang murid di TPA/TPQ Nurul Ittihad Desa Perina melalui pendampingan implementasi pendekatan TaRL. Kegiatan dilakukan dalam tiga tahap, melibatkan 3 orang pengurus TPA dan 8 orang tutor sebaya. Hasil pengabdian menunjukkan bahwa 85% (dari 34 orang) murid di TPA/TPQ Nurul Ittihad mengalami peningkatan kemampuan literasi yang cukup baik. Artinya, pendekatan TaRL efektif dimanfaatkan untuk mendukung upaya peningkatan kemampuan literasi. Untuk memaksimalkan capaian ini, disarankan agar pengurus dapat terus melaksanakan pembelajaran berbasis TaRL, tidak hanya untuk pelajaran berbahasa Indonesia tetapi juga pelajaran yang berbahasa Arab, Inggris, dan lainnya.

Abstract: The literacy ability of elementary school students in Indonesia requires serious attention, various efforts are needed to be better through formal, informal, and non-formal education channels. Realizing this, a service was carried out aimed at improving the literacy skills of 34 students at TPA/TPQ Nurul Ittihad Perina Village through assistance in the implementation of the TaRL approach. The activity was carried out in three stages, involving 3 TPA administrators and 8 peer tutors. The results of the service showed that 85% (out of 34 people) of students at TPA/TPQ Nurul Ittihad experienced a fairly good increase in literacy skills. This means that the TaRL approach is effectively used to support efforts to improve literacy skills. To maximize this achievement, it is recommended that the board can continue to carry out TaRL-based learning, not only for Indonesian lessons but also lessons in Arabic, English, and others.

Keywords

TaRL Approach; Literacy.

Full Text:

PDF

References

Ahyar, A., Nurhidayah, N., & Saputra, A. (2022). Implementasi Model Pembelajaran TaRL dalam Meningkatan Kemampuan Literasi Dasar Membaca Peserta Didik di Sekolah Dasar Kelas Awal. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(11), 5241–5246. https://doi.org/10.54371/jiip.v5i11.1242

Banerji, R., Agarwal, A., & Lakshman, S. (2020). Higher Education and Inclusion Background paper prepared for the 2020 Global Education Monitoring Report Inclusion and education. India: UNESCO-Global Education Monitoring.

Beatty, A., Pradan, M., Suryadarma, D., Tresnatri, F. A., & Dharmawan, G. F. (2020). Recovering Learning Losses as Schools Reopen in Indonesia : Guidance for Plicymakers. In Smeru Research Institute. Jakarta: SMERU Research Institute. https://bit.ly/3nq7vob

Beery, S. (2017). Teaching At The Right Level. In Evidence in Practice. India: Pratham Education Foundation.

Chakrabarti, R., Prakash, K. S., & Arora, M. (2018). Intervention 1 : Teaching at the right level Description of intervention. Copenhagen: Copenhagen Consensus Center.

Fitriani, S. N. (2022). Analisis Peningkatan Kemampuan Literasi Siswa Dengan Metode ADABTA Melalui Pendekatan TARL. BADA’A: Jurnal Ilmiah Pendidikan Dasar, 4(1), 180–189. https://doi.org/10.37216/badaa.v4i1.580

Hevia, F. J., Tristan, S. V.-L., & Velasquez-Duran, A. (2021). Evidence-Based Praktices: Effects on Literacy and Numeracy Using Teaching at The Right Level Approach in Mexico. In I. I. Munene (Ed.), Ensuring All Children Learn (1st ed., p. 201). Maryland: The Rowman & Littlefield Publishing Group.

Jamil, B. R., & Saeed, S. (2021). Ins and Outs of Rolling Out Teaching at The Right Level (TaRL) in Pakistan. pakistan: Idara-e-Taleem-o-Aagahi

Kemendikbud. (2020). Pengajaran yang Sesuai dengan Capaian dan Tingkat Kemampuan. https://bit.ly/3z3lNhk

Lakhsman, S. (2022). Improving Reading and Arithmetic Outcomes at Scale: Teaching at the Right Level (TaRL), Pratham’s Approach to Teaching and Learning. Revue Internationale D’éducation de Sèvres, 1(6), 1–6. https://doi.org/10.4000/ries.7470

Lipovsek, V. et al. (2023). Systems Thinking in International Education and Development: Unlocking Learning for All? (M. V. Faul & L. Savage (eds.); 1st ed.). Zambia: Edward Elgar Publishing Ltd.

Meishanti, O. P. Y., Fitri, N. A. R., Istiqomah, azizah U., Solikhah, A. F., & Widarmawan, A. I. (2022). Pengembangan Rencana Pelaksanaan Pembelajaran (RPP) Inspiratif Pendekatan TaRL Berbasis PjBL Melalui Pembelajaran Literasi Sains Materi Virus. EDUSCOPE: Jurnal Pendidikan, Pembelajaran, Dan Teknologi, 8(1), 1–13.

Morrell, A. (2018). Lessons from the Teaching at the Right Level Evidence. india: J-PAL (Jameel Poverty Action Lab)

Muammar. (2022). Peran Relawan Literasi Melalui Pendekatan Teaching at The Right Level (TaRL) dalam Menyelesaikan Permasalahan Literasi Dasar di Sekolah Dasar. Konferensi Nasional PD-PGMI Se Indonesia Prodi PGMI FITK UIN Sunan Kalijaga Yogyakarta Yogyakart, September, 43–56.

Muin, F. (2022). Adapting Teaching At The Right Level (TaRL) in English Instruction. In RETCO II International Seminar UNIROW Tuban. Jawa Barat: RETCO II International Seminar UNIROW Tuban.

Munthe, A. P., & Naibaho, H. P. (2019). Manfaat dan Kendala Penerapan Tutor Sebaya untuk Siswa Kelas IV Sekolah Dasar Lentera Harapan Mamit. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 138–147. https://doi.org/10.24246/j.js.2019.v9.i2.p138-147

Nachandiya, N., James, B. H., Abdullahi, H., & Jutum, J. I. (2022). Impacts of Teaching at the Right Level (TaRL) Approach on Literacy and Numeracy Performance of Pupils in Adamawa State. European Modern Studies Journal, 6(3), 380–398. http://journal-ems.com/index.php/emsj/article/view/37/32

Pratham. (2018). Teaching at the Right Level : Summary of Interventions. India: Pratham’s Read India Program.

Syarifuddin, Ziaulhaq, M., & Cahyadi, A. T. (2022). Pengaruh Program Gemar Literasi Terhadap Peningkatan Kemampuan Guru dan Literasi Dasar Siswa. JISOS (Jurnal Ilmu Sosial), 1(7), 497–504.

Syarifudin, Yulianci, S., Ningsyih, S., Hidayah, M. S., Mariamah, & Irfan. (2022). Pengaruh Pembelajaran dengan Metode Teaching at The Right Level (TaRL) Terhadap Kemampuan Literasi Dasar Siswa. Seminar Nasional Inovasi, 22–27.

Tomorrow, B. (2019). Teaching at the Right Level Pilot (Issue July 2018). Uttar Pradesh, India: Building Tomorrow’s TaRL.

Toyamah, N., & Usman, S. (2015). Education Budget Allocation in the Era of Regional Autonomy: Its Implications on Basic Education Service Management. In Jurnal Pendidikan Ekonomi dan Bisnis.

UMMAT, T. P. (2021). INOVASI Baselie Survey in Lombok Island-Nusa Tenggara Barat (Lombok Tengah dan Lombok Timur). mataram: Universitas Muhammadiyah Mataram

UNICEF. (2020). Situasi Anak di Indonesia - Tren, peluang, dan Tantangan dalam Memenuhi Hak-Hak Anak. Unicef Indonesia, 8–38.

Utomo, K. D., Soegeng, A. Y., Purnamasari, I., & Amaruddin, H. (2021). Pemecahan Masalah Kesulitan Belajar Siswa pada Masa Pandemi Covid19. MIMBAR PGSD Undiksha, 9(1), 1. https://doi.org/10.23887/jjpgsd.v9i1.29923

Wena. (2009). Strategi Pembelajaran Inovatif Kontemporer. Jakarta: Prestasi Pustaka.

DOI: https://doi.org/10.31764/jces.v6i2.14572