<![CDATA[This study aimed to describe the improvement of the learning process and reading comprehension skills of fourth-grade students through the implementation of the Directed Reading Thinking Activity (DRTA) strategy at SDN 88/II Sungai Mengkuang in the 2025/2026 academic year. The study was motivated by the low reading comprehension skills of students, particularly in identifying main ideas, understanding explicit and implicit information, answering questions based on the text, drawing conclusions, and retelling the content of a text using their own words. This research employed Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The subjects of the study were 20 fourth-grade students. Data were collected through reading comprehension tests and observation sheets of teacher and student activities. The results showed an improvement in the learning process and students' reading comprehension skills after implementing the DRTA strategy. Teacher observation results increased from an average of 72.5% in Cycle I to 87.5% in Cycle II, while student activity increased from 52.5% to 77.5%. Furthermore, the percentage of students achieving the learning success indicator increased from 65% (13 students) in Cycle I to 90% (18 students) in Cycle II. These findings indicate that the Directed Reading Thinking Activity strategy can effectively improve the reading comprehension skills and learning process of fourth-grade students at SDN 88/II Sungai Mengkuang.]]>
