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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
Published
2026-08-11
Publisher
Postgraduate, Universitas Negeri Semarang.
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 65 co-authorship links · showing the 40 most connected

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  • State University of Semarang
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Zaenuri ZaenuriState University of Semarang3
Fajar Sodik PamungkasAffiliation unknown3
Dedy KurniantoAffiliation unknown3
SugimanAffiliation unknown2
St. Budi WaluyaAffiliation unknown2
Jannatun Khustia LubisAffiliation unknown2
Alif Aulia RahmanAffiliation unknown2
Mohammad AsikinAffiliation unknown2
Muhammad AshimAffiliation unknown2
Nur HasanahUniversitas Halu Oleo2
Rohimatul AzizahAffiliation unknown2
Bayu Dwi PrasetyaAffiliation unknown2
Fatkhurokhman FauziAffiliation unknown2
MulyonoAffiliation unknown2
Kristina VaherAffiliation unknown1
Hendri HandokoAffiliation unknown1
Stevanus Budi WaluyaAffiliation unknown1
Dwi Erna NoviantiAffiliation unknown1
ZaenuriAffiliation unknown1
Noviana Dini RahmawatiAffiliation unknown1
Alfina AkmalinaAffiliation unknown1
Elya Gita AstutiAffiliation unknown1
Mira Dwi UtamiAffiliation unknown1
Nike Yustina OktavianiAffiliation unknown1
Luthfiyah AstutiningtyasAffiliation unknown1
Riska Nur FitrianingsihAffiliation unknown1
Annisa IkrimahAffiliation unknown1
Supriyono SupriyonoAffiliation unknown1
Mohammad Jefrie Ilham AkbarAffiliation unknown1
Faris Febri RahantoAffiliation unknown1
Muhammad Nurul MuttaqinAffiliation unknown1
Iwan JunaediState University of Semarang1
Sanianajiba Nugroho PutriAffiliation unknown1
SugiartoAffiliation unknown1
Windha Kartika KusumaningtyasAffiliation unknown1
Hendrik SutrisnoAffiliation unknown1
Yeni NurochmahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ujmer/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (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>