<![CDATA[The ability to read and understand narrative texts is an important skill that elementary school students must master.Directed Reading Thinking Activity (DRTA) is a learning strategy that can be used to improve these skills. However, DRTA is still largely implemented conventionally and does not utilize technology such as artificial intelligence (AI) as a learning tool. The urgency of this study is to compare the reading comprehension skills of students who learn by applying the strategy.Directed Reading Thinking Activity (DRTA) assisted by AI and students learning using the Strategy Directed Reading Thinking Activity (DRTA) without AI assistance. The integration of AI during the learning process using the DRTA Strategy lies in each step, namely prediction (before reading), content verification (during reading), and reflection (after reading). The approach used is a quantitative approach with a comparative design. The research subjects consisted of 60 elementary school students from two different schools, namely SDN A as the experimental class and SDN B as the control class. Data were collected through a reading comprehension test of narrative texts given in the form posttest after the learning process took place. Data analysis was conducted using the Mann-Whitney Test. The results of the study showed a difference in the reading comprehension ability of narrative texts between students at SDN A and SDN B. Students who learned using the Strategy Directed Reading Thinking Activity (DRTA) with AI assistance obtained higher average scores than students who learned using the DRTA Strategy without AI assistance. This finding indicates that AI assistance in the DRTA Strategy Directed Reading Thinking Activity (DRTA) plays a role as a supporter of reading comprehension learning, while the DRTA Strategy without AI assistance remains relevant for implementation in learning.]]>
