<![CDATA[This study aimed to examine the effectiveness of the Reading Buddy model in improving the reading comprehension skills of fourth-grade students at SDN Citaringgul 02 during the 2026/2027 academic year. The study employed classroom action research conducted in two cycles, with each cycle consisting of planning, action and observation, and reflection stages. The participants were 26 fourth-grade students. Data were collected through reading comprehension tests, observations, and documentation. The tests consisted of 12 items, including 10 multiple-choice questions and 2 essay questions. Quantitative data were analyzed to determine changes in students’ reading comprehension achievement, while qualitative data were used to interpret students’ learning activities and engagement during the implementation of Reading Buddy. The findings indicated a consistent improvement in students’ reading comprehension across the research stages. In the pre-cycle, the mean score was 45.2, with only 19.20% of students achieving the minimum mastery criterion of 75. Following the implementation of Reading Buddy in Cycle I, classical mastery increased to 65.38%. After improvements were made based on the reflection from Cycle I, classical mastery increased further to 88.46% in Cycle II, exceeding the predetermined success indicator. The observations also showed increased student participation, motivation, collaboration, and interaction during paired reading, discussion, and clarification activities. These findings indicate that Reading Buddy can effectively support the development of reading comprehension through structured peer interaction and collaborative learning. Therefore, Reading Buddy can be considered an alternative instructional model for improving elementary students’ reading comprehension while fostering active and engaging learning environments in elementary classrooms.]]>
