Improving Student Literacy Through a Problem-Based Learning Model With An Interactive Video-Assisted Tarl Approach

Abstract

Literacy is the ability to process and understand information while reading and writing. The literacy movement is a program that is being intensively implemented through literacy culture that can affect students' understanding of concepts in learning. This study aims to (1) Determine the improvement of students' literacy skills through  the Problem Based Learning (PBL)  learning model with the Teaching at Right Level (TaRL) approach assisted by interactive videos (2) Determine the application of the Problem Based Learning model with the TaRL Approach assisted by Interactive Videos. (3) To find out which aspects of literacy skills have improved after the application of the Problem Based Learning model with the Interactive Video TaRL Approach. The implementation of this research was carried out through two cycles, namely cycle I and cycle II with  the Problem Based Learning (PBL) model and the Teaching at Right Level (TaRL) approach assisted by Interactive Videos. The stages in each meeting are planning, implementation, observation/observation and reflection. The data analysis techniques used in this study are quantitative data analysis techniques using tests and qualitative techniques through observation or observation. The results of classroom action research through the Problem Based Learning model with the TaRL approach assisted by interactive videos are proven to improve student literacy. Based on the results of evaluation and observation, it shows that the classical percentage in the first cycle of 42% increased in the second cycle to 87% while the results of the observation percentage of literacy increase in the first cycle of 44% increased to 71% of the average literacy observation. The aspect of increased literacy ability is in the aspect of students' ability to analyze and analyze information in interactive videos with problem orientation.