<![CDATA[This study aims to improve the learning activities and academic achievement of Grade XI.3 students at SMAN 1 Palembang on the topic of salt solution properties through the Problem Based Learning (PBL) model integrated with the Teaching at the Right Level (TaRL) and Culturally Responsive Teaching (CRT) approaches. The integration of these two approaches into the PBL model is designed to promote active student participation in the learning process by considering their initial academic abilities and cultural backgrounds. The research subjects consisted of 38 students. This study employed a Classroom Action Research (CAR) method, conducted in three stages: the Pre-cycle, Cycle I, and Cycle II. Data were collected using cognitive test instruments and student activity observation sheets, and then analyzed using both descriptive qualitative and quantitative methods. The results showed a significant improvement in student activity and learning outcomes. In Pre-cycle, 14 students (36.84%) achieved the minimum mastery criteria, which increased to 33 students (86.84%) in Cycle II. These findings indicate that implementing the PBL model integrated with TaRL and CRT approaches is effective in enhancing both student engagement and academic achievement in learning the properties of salt solutions. ABSTRAKPenelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa kelas XI.3 di SMAN 1 Palembang pada materi sifat larutan garam melalui model pembelajaran Problem Based Learning (PBL) yang terintegrasi dengan pendekatan Teaching at the Right Level (TaRL) dan Culturally Responsive Teaching (CRT). Integrasi kedua pendekatan tersebut ke dalam model PBL dirancang untuk mendorong partisipasi aktif siswa dalam proses pembelajaran, dengan mempertimbangkan kemampuan awal serta latar belakang budaya mereka. Subjek penelitian terdiri atas 38 siswa. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga tahapan, yaitu prasiklus, siklus I, dan siklus II. Data dikumpulkan melalui instrumen tes kognitif dan lembar observasi aktivitas siswa, kemudian dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada aktivitas dan hasil belajar peserta didik. Pada Prasiklus, sebanyak 14 siswa (36,84%) mencapai ketuntasan belajar, dan meningkat menjadi 33 peserta didik (86,84%) pada siklus II. Temuan ini menunjukkan bahwa penerapan model PBL yang terintegrasi dengan pendekatan TaRL dan CRT efektif dalam meningkatkan aktivitas serta hasil belajar siswa pada materi sifat larutan garam.]]>
