<![CDATA[This study aimed to analyze the effect of a deep-learning-oriented FIVES instructional model on reading literacy and communication skills among fifth-grade elementary school students in Gugus Rangkui, Pangkalpinang. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The population consisted of 250 fifth-grade students from seven elementary schools, while the sample included 54 students: 27 in the experimental group at SD Negeri 16 Pangkalpinang and 27 in the control group at SD Negeri 42 Pangkalpinang. The experimental group received deep-learning-oriented FIVES instruction, whereas the control group received Problem Based Learning. Data were collected using a reading literacy test and a communication observation sheet. Data analysis involved descriptive statistics, prerequisite tests, MANOVA, N-Gain, effect size, and sensitivity analyses. The results showed that the univariate effect on reading literacy was not statistically significant (F = 2.769; p = 0.102), although the experimental group obtained a higher posttest mean than the control group. The effect on communication was statistically significant (F = 5.245; p = 0.026), with a medium effect size (d = 0.623). MANOVA indicated a significant multivariate effect on reading literacy and communication simultaneously (Pillai’s Trace = 0.170; F(2,51) = 5.233; p = 0.009). The findings indicate a significant multivariate contribution of deep-learning-oriented FIVES, with more consistent evidence for communication skills.]]>
