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All Journal Jurnal Riset Pendidikan Dasar Journal of Advanced Sciences and Mathematics Education
Rina Heryani
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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STUDI KOMPARATIF METODE CIRC DENGAN KWL UNTUKMENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMANPESERTA DIDIK FASE B SEKOLAH DASAR Fitrianti Nur Indah Sari; Rina Heryani; Non Dwishiera Cahya Anasta
JRPD (Jurnal Riset Pendidikan Dasar) Vol. 8 No. 2: OKTOBER (2025)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/gn5hr751

Abstract

This study was motivated by the low reading comprehension skills of fourth-grade students in phase B, who still have difficulty understanding the content of reading materials, thus necessitating measures to improve their reading comprehension skills. There are two methods that can improve reading comprehension skills, namely the CIRC (Cooperative Integrated Reading and Composition) method and the KWL (Know, Want, Learn) method. The purpose of this study to determine the difference in reading comprehension skills between fourth-grade students in phase B who use the CIRC learning method and those who use the KWL learning method. The research method used is a quantitative approach with a quasi-experimental design and a nonequivalent pretest-posttest control group design. The data analysis techniques used are the mean difference test and the N-Gain test. The research results obtained data showing that there were differences in the pretest results of reading comprehension skills between the two fourth-grade classes. Furthermore, the posttest results indicated that the two classes had differences in the three indicators: identifying the main idea, retelling, and drawing conclusions. Based on the N-Gain difference score test, students who used the CIRC learning method experienced a more significant increase of 98.16% with a fairly effective category compared to students who used the KWL method with an ineffective category.
Developing an interactive folktale-based digital learning application integrating the SQ4R strategy to enhance elementary students’ reading comprehension and narrative writing N. Yuniar Rizki Siti Amalia; Angga Hadiapurwa; Rina Heryani
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 3 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i3.1427

Abstract

Background: Elementary students frequently encounter difficulties in reading comprehension and narrative writing due to the limited availability of interactive digital learning resources that integrate structured literacy strategies with culturally relevant content. Aims: This study aimed to develop an interactive folktale-based digital learning application integrating the SQ4R (Survey, Question, Read, Recite, Record, and Review) strategy and to evaluate its feasibility and effectiveness in enhancing fourth-grade students’ reading comprehension and narrative writing. Method: A Design and Development approach employing the ADDIE model was adopted. The application was implemented with fourth-grade students from five elementary schools in Sumedang Regency, Indonesia, through one limited trial and four broader field trials. Data were collected using expert validation sheets, reading comprehension and narrative writing tests, and teacher and student response questionnaires. Data were analyzed using the Shapiro–Wilk test, paired-sample t-test or Wilcoxon signed-rank test, and normalized gain (N-Gain). Results: The application achieved a very feasible rating across the material, language, and media aspects. Reading comprehension demonstrated moderate improvement with N-Gain values ranging from 0.51 to 0.55, while narrative writing achieved N-Gain values between 0.48 and 0.55. Significant improvements (p < 0.001) were consistently observed across all participating schools. In addition, both teachers and students provided highly positive evaluations regarding the usability, attractiveness, and instructional value of the application. Conclusion: The developed application provides an effective technology-enhanced literacy learning environment by integrating local folktales with the SQ4R strategy to simultaneously improve reading comprehension and narrative writing. These findings demonstrate the potential of culturally responsive digital learning to support meaningful and integrated literacy instruction in elementary education.
Co-Authors Angga Hadiapurwa Fitrianti Nur Indah Sari N. Yuniar Rizki Siti Amalia Non Dwishiera Cahya Anasta