This study aims to describe the activity implementation of the Teaching at the Right Level
(TaRL) approach through differentiated learning in Mathematics subject matter statistics in
class VIII. This research is included in qualitative descriptive research. The data sources
used in this study are the learning process, mathematics teacher informants, documents
related to Teaching at the Right Level (TaRL) through differentiated learning, and field
notes on the learning process using the Teaching at the Right Level (TaRL) approach
through differentiated learning. Data collection techniques were observation, and
document analysis. The results of this study show that the implementation of the Teaching
at the Right Level (TaRL) approach through differentiated learning is in accordance with
the stages of the Teaching at the Right Level (TaRL) approach, namely classifying the
learning needs of students, developing differentiated learning designs and implementation,
and reflecting and evaluating learning.
Keywords: Student Activities, TaRL, Differentiated Learning.