<![CDATA[Differences in students' initial abilities, learning characteristics, and individual needs present significant challenges in creating effective, interactive, and student-centered learning environments. This study aims to analyze the design of interactive multimedia-based scaffolding media through the Teaching at the Right Level (TaRL) approach as an adaptive learning strategy for students at SMP Negeri 2 Panca Rijang, Sidenreng Rappang Regency, Indonesia. The study focuses on integrating scaffolding principles, interactive multimedia applications, and differentiated instructional grouping based on students' actual competency levels. The proposed media design incorporates text, images, audio, videos, animations, and interactive exercises supported by gradually adjusted instructional assistance according to learners' individual needs. The TaRL approach serves as a conceptual framework for identifying students' initial competencies through diagnostic assessments, determining appropriate levels of instructional difficulty, and adapting learning support strategies. The design analysis encompasses several essential dimensions, including content relevance, instructional scaffolding structures, multimedia interactivity, usability, and the potential to enhance students' engagement and independent learning. Integrating scaffolding media with the TaRL approach is expected to produce a more flexible, inclusive, and responsive instructional design that accommodates diverse learning abilities. This study is expected to contribute to the development of digital learning media that emphasize differentiated instruction, gradual learning assistance, and active student participation. Furthermore, the proposed design may provide a foundation for future empirical investigations examining the feasibility, practicality, and effectiveness of TaRL-based interactive multimedia in improving instructional quality and learning experiences at the junior secondary school level.]]>
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