The Effect of PBL in Teaching at the Right Level Approach on Collaboration Skills and Student Learning Outcomes in Coordination System Material

Abstract

Based on observations, students’ collaboration skills and learning outcomes in the coordination system material remain low, while the implementation of Problem-based Learning (PBL) has not been optimal. This study aims to analyze the effect of PBL in the Teaching at the Right Level (TaRL) approach on students’ collaboration skills and learning outcomes. The study employed a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of two eleventh-grade biology classes: the control class applied PBL without differentiation, while the experimental class applied PBL-TaRL based on learning styles. Data were analyzed using t-test and N-gain. The results showed that the experimental class achieved higher improvement in collaboration skills than the control class, with the final category being “excellent” and N-gain at a moderate level, while the control class was in the “good” category with moderate N-gain. Learning outcomes also improved, as indicated by the posttest mean score of the experimental class (74.86), which was higher than the control class, with a moderate N-gain. The t-test yielded a significance value of 0.046 < 0.05. Thus, the implementation of PBL-TaRL is effective in enhancing students’ collaboration skills and learning outcomes.