<![CDATA[This study aimed to analyze the effects of the Teaching at the Right Level (TaRL) approach and peer tutoring on improving learning outcomes in floor gymnastics, specifically the candle stance (sikap lilin), among students at Institut Indonesia Semarang Junior High School. This study employed a quantitative approach using an experimental method with a quasi-experimental design in the form of a two-group pre-test post-test design. The subjects were 60 seventh-grade students, who were equally divided into two treatment groups: 30 students received instruction using the TaRL approach, while 30 students participated in peer tutoring-based instruction. The research instruments covered the cognitive, affective, and psychomotor domains. Data were analyzed using descriptive statistics, prerequisite tests, an Independent Samples t-Test, and N-Gain analysis. The results showed that both groups experienced improvements in learning outcomes after the treatments. The TaRL group obtained N-Gain scores of 43% in the psychomotor domain, 50% in the cognitive domain, 57% in the affective domain, and 73% for overall learning outcomes. Meanwhile, the peer tutoring group obtained N-Gain scores of 59%, 66%, 74%, and 80%, respectively. Although the peer tutoring group demonstrated a higher descriptive improvement, the results of the Independent Samples t-Test for post-test learning outcomes yielded a significance value (2-tailed) of 0.547 > 0.05. Therefore, there was no statistically significant difference in learning outcomes between the TaRL and peer tutoring approaches.]]>
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