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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Lentera Pendidikan Indonesia: Jurnal Media, Model, dan Pengembangan Pembelajaran Jurnal Diferensiasi: Jurnal Hasil Penelitian, Pengembangan dan Kajian Kepustakaan di Bidang Pendidikan Jurnal Kependidikan Ki Hajar Dewantara
Ary Purmadi
Universitas Pendidikan Mandalika
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digitalizing Teaching At The Right Level (TARL): An Online Assessment System for Mapping Literacy Competencies in Primary Education Marzoan; Ary Purmadi; Mohd Hanafi Bin Mohd Yasin
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.18276

Abstract

This study aims to develop and validate ASI ASLI (Aplikasi Sistem Asesmen Literasi), an online-based literacy assessment and decision-support system designed to map elementary school students’ reading competencies and support differentiated instruction aligned with the Teaching at the Right Level (TaRL) framework. This study employed a research and development (R&D) approach adapted from Borg and Gall, with the development process conducted up to the main field testing stage through large-scale implementation in primary schools in Central Lombok Regency. A total of 4,058 students in Grades III–V participated, selected using a multi-stage cluster sampling strategy across urban, coastal, and rural contexts. Data were collected through literacy assessments embedded in the ASI ASLI system, expert validation instruments, teacher response questionnaires, and classroom observations, then analyzed using a mixed-methods approach. Findings indicate that ASI ASLI demonstrates strong technical feasibility, usability, and instructional relevance. Competency mapping revealed gradual improvement across grade levels; however, a substantial proportion of students remained at the Special Intervention and Basic levels, with pronounced disparities in rural areas. These findings highlight the urgent need for differentiated, data-informed instructional interventions and targeted policy support to address foundational literacy gaps.
Co-Authors Agus Fahmi Endi Irwinsa Iffahurriyati Iffahurriyati Junengsih Kholisussa'di Kholisussa'di Marzoan Mohd Hanafi Bin Mohd Yasin Restu Wibawa Ricka Putri Rizal