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The Effect of Treffinger Learning Based on Teaching at the Right Level (TaRL) Assisted by Modules in Improving Mathematical Literacy

Unnes Journal of Mathematics Education Research · Vol. 2 No. 2 (2026)

DOI
10.15294/ujmer.v2i2.32676
ISSN
2502-4507, 2252-6455
Terbit
2026-08-11
Penerbit
Postgraduate, Universitas Negeri Semarang.
Bahasa
eng

Abstrak

This study investigates the effect of Treffinger learning based on Teaching at the Right Level (TaRL) assisted by modules on students’ mathematical literacy. The research employed a quantitative approach with a quasi-experimental design, specifically the nonequivalent control group design. The participants were two tenth-grade classes of a Madrasah Aliyah, with one class assigned as the experimental group, which received Treffinger learning combined with TaRL and supported by modules, and the other class as the control group, which received conventional learning. Instruments used in the study included a mathematical literacy test adapted from PISA tasks, observation sheets on lesson implementation, and a student response questionnaire. Data analysis consisted of normality and homogeneity tests, an independent sample t-test, a proportion test, and normalized gain (N-Gain). The results showed that the experimental class achieved better outcomes in mathematical literacy compared to the control class. The mean posttest score of the experimental class was 76.5, while the control class obtained 65.2, with the t-test indicating a significant difference (sig. 0.001 < 0.05). Furthermore, the experimental class reached a higher level of mastery with a mean N-Gain of 0.58 (medium-high) compared to 0.39 (medium) in the control class. These findings suggest that Treffinger learning based on TaRL assisted by modules is effective in improving students’ mathematical literacy.

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  • State University of Semarang
  • Universitas Halu Oleo
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Rekan penulisOrganisasiArtikel bersama
Zaenuri ZaenuriState University of Semarang3
Fajar Sodik PamungkasAfiliasi tidak diketahui3
Dedy KurniantoAfiliasi tidak diketahui3
SugimanAfiliasi tidak diketahui2
St. Budi WaluyaAfiliasi tidak diketahui2
Jannatun Khustia LubisAfiliasi tidak diketahui2
Alif Aulia RahmanAfiliasi tidak diketahui2
Mohammad AsikinAfiliasi tidak diketahui2
Muhammad AshimAfiliasi tidak diketahui2
Nur HasanahUniversitas Halu Oleo2
Rohimatul AzizahAfiliasi tidak diketahui2
Bayu Dwi PrasetyaAfiliasi tidak diketahui2
Fatkhurokhman FauziAfiliasi tidak diketahui2
MulyonoAfiliasi tidak diketahui2
Kristina VaherAfiliasi tidak diketahui1
Hendri HandokoAfiliasi tidak diketahui1
Stevanus Budi WaluyaAfiliasi tidak diketahui1
Dwi Erna NoviantiAfiliasi tidak diketahui1
ZaenuriAfiliasi tidak diketahui1
Noviana Dini RahmawatiAfiliasi tidak diketahui1
Alfina AkmalinaAfiliasi tidak diketahui1
Elya Gita AstutiAfiliasi tidak diketahui1
Mira Dwi UtamiAfiliasi tidak diketahui1
Nike Yustina OktavianiAfiliasi tidak diketahui1
Luthfiyah AstutiningtyasAfiliasi tidak diketahui1
Riska Nur FitrianingsihAfiliasi tidak diketahui1
Annisa IkrimahAfiliasi tidak diketahui1
Supriyono SupriyonoAfiliasi tidak diketahui1
Mohammad Jefrie Ilham AkbarAfiliasi tidak diketahui1
Faris Febri RahantoAfiliasi tidak diketahui1
Muhammad Nurul MuttaqinAfiliasi tidak diketahui1
Iwan JunaediState University of Semarang1
Sanianajiba Nugroho PutriAfiliasi tidak diketahui1
SugiartoAfiliasi tidak diketahui1
Windha Kartika KusumaningtyasAfiliasi tidak diketahui1
Hendrik SutrisnoAfiliasi tidak diketahui1
Yeni NurochmahAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujmer/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">The Effect of Treffinger Learning Based on Teaching at the Right Level (TaRL) Assisted by Modules in Improving Mathematical Literacy </dc:title>
	<dc:creator xml:lang="en">Muna</dc:creator>
	<dc:creator xml:lang="en">Wardono</dc:creator>
	<dc:creator xml:lang="en">Iqbal Kharisudin</dc:creator>
	<dc:subject xml:lang="en">Mathematical Literacy</dc:subject>
	<dc:subject xml:lang="en">Treffinger Learning</dc:subject>
	<dc:subject xml:lang="en">TaRL</dc:subject>
	<dc:subject xml:lang="en">Modul</dc:subject>
	<dc:description xml:lang="en">This study investigates the effect of Treffinger learning based on Teaching at the Right Level (TaRL) assisted by modules on students’ mathematical literacy. The research employed a quantitative approach with a quasi-experimental design, specifically the nonequivalent control group design. The participants were two tenth-grade classes of a Madrasah Aliyah, with one class assigned as the experimental group, which received Treffinger learning combined with TaRL and supported by modules, and the other class as the control group, which received conventional learning. Instruments used in the study included a mathematical literacy test adapted from PISA tasks, observation sheets on lesson implementation, and a student response questionnaire. Data analysis consisted of normality and homogeneity tests, an independent sample t-test, a proportion test, and normalized gain (N-Gain). The results showed that the experimental class achieved better outcomes in mathematical literacy compared to the control class. The mean posttest score of the experimental class was 76.5, while the control class obtained 65.2, with the t-test indicating a significant difference (sig. 0.001 &amp;lt; 0.05). Furthermore, the experimental class reached a higher level of mastery with a mean N-Gain of 0.58 (medium-high) compared to 0.39 (medium) in the control class. These findings suggest that Treffinger learning based on TaRL assisted by modules is effective in improving students’ mathematical literacy.</dc:description>
	<dc:publisher xml:lang="en">Postgraduate, Universitas Negeri Semarang.</dc:publisher>
	<dc:date>2026-08-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ujmer/article/view/32676</dc:identifier>
	<dc:identifier>10.15294/ujmer.v2i2.32676</dc:identifier>
	<dc:source xml:lang="en">Unnes Journal of Mathematics Education Research; Vol. 2 No. 2 (2024): Learning Innovation</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:source>10.15294/ujmer.v2i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ujmer/article/view/32676/11064</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Journal of Mathematics Education Research</dc:rights>
</oai_dc:dc>