Tatang Muhajang, Yanti Suryanti

Implementation of 21st Century Learning through The Stages of Teaching at The Right Level Approach for Students of Integrated Islamic Elementary Schools

Introduction

Implementation of 21st century learning through the stages of teaching at the right level approach for students of integrated islamic elementary schools. Explore 21st-century learning implementation using the TaRL approach in Islamic elementary schools. Discover how it boosts critical thinking, problem-solving, and student outcomes.

Abstract

21st-century skills generally refer to the core competencies of digital learning, critical thinking, and real-world problem-solving. These skills are developed to help learners cope with modern developments. Learners are seen as individuals who are active learners, rather than spectators and listeners. The study aimed to investigate the implementation of 21st-century learning through the application of the Teaching at the Right Level (TaRL) approach.  The research method is descriptive qualitative, which describes the results of interviews, questionnaires, and observations conducted by researchers. The results of the data analysis of fourth grade students in IPAS (Social and Science Subject) learning show better results, the mean score of students is 82.21 with the performance of students above the criteria for achieving learning goals as high as 84 percent, i.e. 16 students and 16 percent, i.e. 3 students have still not achieved KKTP. The highest score is 100 and the lowest score is 41. The percentage shows that the implementation of 21st-century learning by applying the TaRL approach helps students develop critical thinking, problem-solving, and intellectual skills and shows that students' learning outcomes have improved.

Review

The study addresses a highly pertinent topic in contemporary education, investigating the implementation of 21st-century learning skills through the Teaching at the Right Level (TaRL) approach within Integrated Islamic Elementary Schools. The abstract clearly articulates the study's aim to explore this implementation and presents compelling preliminary results. The reported mean score of 82.21 for fourth-grade IPAS students, with 84% achieving above the learning goal criteria, strongly suggests that the TaRL approach effectively enhances learning outcomes. Furthermore, the indication that TaRL helps students develop critical thinking, problem-solving, and intellectual skills aligns well with the broader objectives of 21st-century education. While the findings are promising, the abstract raises some methodological questions that warrant closer examination. The research method is stated as "descriptive qualitative," yet the primary results presented are quantitative (mean scores, percentages of achievement). Although qualitative data collection methods (interviews, questionnaires, observations) are mentioned, the abstract does not elaborate on how these qualitative insights connect with or specifically support the reported quantitative improvements in skill development. The sample size, inferred to be around 19 students, is relatively small, which limits the generalizability of the findings and the robustness of the quantitative conclusions. Despite these points, the study offers valuable insights into the potential of combining TaRL with 21st-century learning frameworks in specific educational settings. The positive outcomes suggest a promising pedagogical strategy that could be explored further. For future research, it would be beneficial to employ a robust mixed-methods design that clearly integrates and triangulates both qualitative and quantitative data, potentially with a larger and more diverse sample size, to establish stronger causal links and generalizability. Deeper qualitative analysis exploring *how* TaRL specifically fosters critical thinking and problem-solving, rather than just *that* it does, would also enrich the understanding. Overall, this abstract indicates a relevant contribution to educational practice, paving the way for more comprehensive investigations.

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