<![CDATA[Mastery of the Indonesian language is recognized as a crucial determinant of students’ reading comprehension abilities. Initial observations at SDN 3 Langon showed that comprehension levels remained below expectations, primarily due to the limited use of varied instructional strategies and the continued dependence on conventional, teacher-centered methods. A cooperative, integrated reading approach serves as an alternative that emphasizes student participation and collaborative engagement, making it a potentially effective means of improving comprehension outcomes. This study examines two core questions: (1) whether a measurable difference in reading comprehension exists before and after the implementation of the cooperative reading approach, and (2) the extent to which the approach influences the reading comprehension achievement of fifth-grade students. A quantitative pre-experimental design with a One-Group Pretest–Posttest format was applied to 25 students selected through saturation sampling. Reading comprehension performance was evaluated using an analytical rubric, and the data were processed through T-tests and regression analyses in IBM SPSS Statistics. A statistically significant improvement was identified (p < 0.001), with mean scores increasing from 50.40 on the pretest to 78.40 on the posttest. Regression findings indicated that the implemented cooperative reading strategy contributed 21.4 percent to the variance in students’ enhanced reading comprehension, as reflected in an R value of 0.214.]]>
