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All Journal Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Ta'dib: Jurnal Pendidikan Islam dan Isu- isu Sosial Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) Kajian dan Riset Dalam Teknologi Pembelajaran JPIn : Jurnal Pendidik Indonesia Realita : Jurnal Bimbingan dan Konseling Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Renjana Pendidikan Dasar Jurnal Ilmiah Wahana Pendidikan Arus Jurnal Pendidikan Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Literasi: Jurnal Pendidikan Guru Indonesia Jurnal Pendidikan dan Pengabdian Masyarakat Journal An-Nafs: Kajian Penelitian Psikologi
Marzoan
STKIP Hamzar
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice 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; Purmadi, Ary; Yasin, Mohd Hanafi Bin Mohd
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 AGUSTIANI, MERI LUKIANA Arum F, Maulida Asmiri, Asmiri Baeti, Hijjul Eliyana Fitriana, Maulida Arum Hadiyaturrido Hamidi Hamidi Hasanah, Sami’atun Juandra Primsa Mahendra Juliani, Susan Lalu Hamdian Affandi Laulita, Ulfa Mardianti, Nunung Maulida Arum Fitriana Muhajat, Raden Yoga Muhajirin Ramzi Ningsih, Apriani Ayu Pratiwi, Baiq Gina Riski Purmadi, Ary Raden Sumiadi Rahayu, Fitriani Ramzi, Muhajirin Rosa, Millinia Sapoandi , Muhamad Siti Hajar Sukarto Sukarto, Sukarto Taufik , M. Yasin, Mohd Hanafi bin Mohd