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This study was motivated by the low ability of seventh grade students at SMP Dharma Karya UT to present descriptive texts orally, which is indicated by their lack of fluency, unclear pronunciation and intonation, and low self-confidence. This condition is aggravated by monotonous learning models that make students feel bored. One alternative to overcome this problem is the application of the Teaching at The Right Level (TaRL) learning model. This model focuses on the students’ actual ability levels so that the content and learning activities can be adjusted to their readiness to learn. This research used a quantitative method with a Randomized Demonstration Group Posttest Only Design and involved two groups: an experimental class and a control class. The sample consisted of 53 seventh grade students of SMP Dharma Karya UT. The research instrument was a test of oral descriptive text presentation skills. The results show a significant effect of applying the TaRL model on students’ ability to present descriptive texts orally. The experimental class receiving TaRL obtained an average posttest score of 47.8 out of 80, while the control class only scored 34.29 out of 80. The t-test showed tcount (2.45) > ttable (1.66) at a 5% significance level, so H0 was rejected and H1 was accepted. It can therefore be concluded that the application of the TaRL model is more effective than conventional teaching in improving students’ oral presentation skills of descriptive texts.

This research is a quantitative research with a quasi-experimental research design. Comparison of the effectiveness between groups of students using the TaRL (Teaching at The Right Level) learning method as a control group and groups of students using the CRT (Culturally Responsive Teaching) learning method as an experimental group on the Mathematics Learning Outcomes of Students IX MIPA 1 and IX MIPA 2 SMAS Mardi Yuana Bogor Regency. The sampling technique was carried out by determining according to the wishes of the researcher, namely students who were already in the class. The instrument used in this study was in the form of a test in the form of pretest and posttest questions to measure student learning outcomes. The instruments tested amounted to 20 questions with an objective or multiple-choice test assessment system which were analyzed using simple regression analysis including the t-test and coefficient of determination. The results of the study showed that there was no significant difference between the group of students using the TARL (teaching at the right level) learning method and the group of students using the CRT (culturally responsive teaching) learning method on mathematics learning outcomes as indicated by t count < t table (1.04 < 2.021) and a significance value of 1.04 > 2.024.

Effective learning requires an approach that can increase students' motivation to learn and engagement in learning. One innovative approach that has been proven effective in this regard is Teaching at the Right Level (TaRL). Teaching at the Right Level (TaRL) focuses on matching learning materials to students' ability levels, not just age or grade. Research shows that this approach can optimize materials that match learners' abilities and can further increase learners' motivation to learn. By grouping learners according to ability and providing appropriate learning support, Teaching at the Right Level (TaRL) becomes a learning solution for learners based on ability level to overcome learning differences and increase learners' confidence. This research contains the basic concepts of Teaching at the Right Level (TaRL), supporting theories and the impact of the implementation of learning with the Teaching at the Right Level (TaRL) approach on students' learning motivation at SD Negeri Condongcatur. Teaching at the Right Level (TaRL) increases learners' engagement and satisfaction in learning. Teaching at the Right Level (TaRL) is an effective approach to increase learners' learning motivation.

This study aims to improve student learning outcomes in Pancasila Education subjects through the application of the Teaching at the Right Level (TaRL) approach in class X-1 of SMA Negeri 1 Rantau Selatan. The background of this study is the low learning outcomes of students caused by differences in learning abilities that have not been accommodated in the learning process. TaRL is an approach that adjusts learning to the level of ability of each student, not only based on class level. This study uses the Classroom Action Research (CAR) method which is carried out in two cycles, each consisting of the planning, action, observation, and reflection stages. Learning begins with a diagnostic assessment to determine students' initial abilities, which then become the basis for dividing study groups. The results of the study showed a significant increase in learning outcomes, indicated by an increase in the average score from 73 in the pre-cycle to 89 in the second cycle. In addition, student activity and involvement in the learning process also increased. These findings indicate that the TaRL approach is able to answer students' learning needs more specifically and has a positive impact on the learning process and outcomes. This approach is recommended as an alternative strategy in differentiated learning.

Program Kemitraan Masyarakat (PKM) bagi guru sekolah dasar dilakukan dalam bentuk kegiatan pelatihan ppelaksanaan pendekatan Teaching At The Right Level . Tujuan kegiatan pelatihan  ini untuk memberikan pengetahuan dan pemahaman bagi guru sekolah sehingga dapat membantu sekolah dalam meningkatkan kemampuan  guru pada pelaksanaan pendekatan teaching at the right level. Kegiatan pelatihan ini menggunakan metode ceramah, tanya jawab dan diskusi. Peserta pelatihan adalah guru sekolah dasaryang berjumlah 20 orang. Hasil pelatihan menunjukkan bahwa sebelum pelatihan dilakukan guru kurang baik memahami materi pelaksanaan pendekatan teaching at the right level, dan setela dilakukan pelatihan peserta sudah memahami dengan kategori baik, sehingga diharapkan guru bisa melaksanakan pendekatan tersebut di sekolah masing-masing, Setelah pelatihan guru sekolah dasar dapat mengerti dan memahami materi yang diberikan pada kegiatan ini, karena materi ini di lengkapi dengan latihan memahaman pelaksanaan teaching at the right level (TARL) sehingga kendala guru dalam pelaksanaan pelaksanaan pendekatan TARL di sekolah bisa diselesaikan dengan baik.