<![CDATA[Learning using the Culturally Responsive Teaching (CRT) approach integrated with the Teaching at The Right Level (TaRL) approach is considered to be quite influential not only on the development of students' knowledge but also on the formation of students' cultural identity. This research is based on the decline in cultural understanding of the nation's generations because education has so far only been oriented toward students' cognitive development, so there is a need for learning that can integrate understanding of culture as national identity and students' cognitive development. This research will reveal how the TaRL-integrated CRT approach is implemented in teachers' efforts to provide meaningful learning to students. This research method uses a qualitative descriptive approach by conducting interviews with teachers who apply both approaches. Apart from interviews with teachers, this research was also carried out by giving questionnaires to students. The results of this research show the importance of preparing a Learning Implementation Plan (RPP) as a teacher's effort to realize learning that is by these two approaches. After that, the teacher prepares a diagnostic assessment to analyze students' learning needs. At the diagnostic assessment stage, it shows that some teachers still feel confused about the diagnostic assessment instruments and some students are not ready to learn so the results of the diagnostic assessment are less effective. Next, namely the student grouping stage, the teacher provides differentiated tasks based on the results of the student diagnostic assessment analysis. The next stage is the learning stage, where the teacher will provide learning that is appropriate to local culture to provide meaningful learning. The result is that learning is more effective and enjoyable because it is to the students' local culture. The benefit is that students can also take positive values to apply in their daily lives.]]>
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