Implementing Learning-Based Models to Enhance Reading Comprehension Skills in Elementary School Students

Feni Febrianti; Muh Ainul Basyirah

doi:10.63924/jsid.v4i1.218

Authors

Feni Febrianti Yogyakarta State University
Muh Ainul Basyirah Yogyakarta State University

DOI:

https://doi.org/10.63924/jsid.v4i1.218

Keywords:

Problem-Based Learning, Reading Comprehension, Elementary Education, Educational Research, Teaching Strategies

Abstract

Background of the problem: Education enhances human quality in knowledge, attitudes, and skills. Purpose: This study aims to determine the impact of implementing the Problem-Based Learning (PBL) model on improving reading comprehension skills among fourth-grade students at SD Ampenan. Method: A quantitative approach with a quasi-experimental design and pretest-posttest control group model was used. The subjects were fourth-grade students divided into an experimental group, which received PBL treatment, and a control group, which used conventional learning methods. Reading comprehension tests were administered before and after the treatment. Result: Data analysis showed a significant improvement in reading comprehension skills in the experimental group compared to the control group. Implication: The practical and theoretical implications of this research provide insights into effective teaching strategies, potentially influencing practices in education, curriculum development, and instructional design.

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