<![CDATA[Learners in a single classroom differ in cognitive readiness, yet a uniform worksheet may leave some of them behind while under-challenging others. This study aimed to describe students' conceptual understanding of food chains in Natural and Social Sciences (IPAS) before and after the use of tiered worksheets based on Teaching at the Right Level (TaRL), and to analyze their effectiveness. A quantitative approach with a quasi-experimental one group pretest-posttest design was used. The sample consisted of 24 fifth-grade students of SD Negeri Banyuajuh 3, selected through purposive sampling and grouped by diagnostic assessment into proficient (5), moderate (9), and low (10) readiness groups. Data were collected with a 20-item multiple-choice test of conceptual understanding (12 items at C2 level and 8 higher-order thinking items at C3–C4 level) and analyzed using the Shapiro-Wilk test, normalized gain (N-Gain), and a paired sample t-test. The mean score increased from 41.88 to 75.42, with a mean N-Gain of 0.59 (moderate category). The paired t-test was significant (t = 11.01; df = 23; p < 0.001) with a very large effect size (Cohen's d = 2.25). The proficient group obtained the highest N-Gain (0.78), while the moderate and low groups obtained 0.57 and 0.50. These results indicate that tiered worksheets based on TaRL significantly improved conceptual understanding, although the one-group design limits causal inference and the low-readiness group needs additional reinforcement.]]>
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