Desain Didaktis Berpendekatan Tarl Berbantuan Media Flashcard Untuk Menjembatani Kemampuan Perkalian Konkret Dan Simbolik Siswa

Abstract

This study aims to describe how a didactic design with a Teaching at the Right Level (TaRL) approach assisted by flashcard media can bridge the concrete and symbolic multiplication ability of grade III students at SDN 2 Labuapi. This study uses a qualitative method with a didactical scenario research design. The research subjects consisted of one grade III teacher and 24 grade III students at SDN 2 Labuapi. Data were collected through observation, interviews, and tests. The results of the study showed that at the first meeting, all levels obtained an average score of 100. In the second meeting, the difference in average scores at each level began to be seen. The average score of the low level was 80, the medium level was 92.5, and the high level was 97.5. In the third meeting, the average score of the students increased further. The average score of the low level increased to 95, while the medium level and high level again obtained a score of 100. At the fourth meeting, the average score of medium and high level remained at 100, while the low level increased again to reach around 97.5. This research makes a significant contribution as a source of ideas and scientific literature for other researchers related to the TaRL approach, conceptual representation, students' cognitive processes, and the role of learning media.