<![CDATA[Reading comprehension of explanatory texts remains a challenge for many elementary school students, highlighting the need for instructional approaches and learning media that foster active engagement in the reading process. This study aimed to examine the effect of the Discovery Learning model supported by interactive educational comics on students’ reading comprehension of explanatory texts. A quantitative approach using a quasi-experimental Nonequivalent Control Group Design was employed. The participants consisted of 42 fifth-grade students at SDIT Islamia selected through purposive sampling, with 21 students assigned to the experimental group and 21 to the control group. Data were collected using a validated and reliable essay-based reading comprehension test. The data were analyzed through normality and homogeneity tests, followed by Analysis of Covariance (ANCOVA) with pretest scores as a covariate. The findings demonstrated a significant difference in reading comprehension between the experimental and control groups after controlling for students’ initial ability (F = 2.295, p < .001), with a large effect size (partial η² = .342). The adjusted mean score of the experimental group (85.222) was higher than that of the control group (72.397). These findings indicate that integrating the Discovery Learning model with interactive educational comics effectively improves elementary school students’ reading comprehension of explanatory texts. Therefore, this approach can be considered an effective instructional alternative for strengthening literacy learning in elementary schools]]>
