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Reni Guswita
Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Muara Bungo
Medicine & Pharmacology Public Health

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Improving Indonesian Language Outcomes Through the Inside Outside Circle Model: Meningkatkan Hasil Pembelajaran Bahasa Indonesia Melalui Model Lingkaran Dalam Luar Reiza Dwi Yulianto; Reni Guswita; Tri Wera Agrita
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11784

Abstract

General Background: Improving learning quality remains a central goal in primary education. Specific Background: Fourth-grade students at SDN 205/II Bangun Harjo demonstrated low engagement and achievement in Indonesian language learning. Knowledge Gap: Limited research has explored the application of interactive learning models such as Inside Outside Circle in enhancing language learning at the elementary level. Aim: This study aims to describe the improvement in learning processes and outcomes using the Inside Outside Circle model. Methods: A Classroom Action Research design was implemented over two cycles, involving 24 students, using observation, tests, and documentation, with both qualitative and quantitative analysis. Results: Findings indicate a significant improvement in both process and outcomes: process scores increased from 58.3% in cycle I to 81.5% in cycle II, while learning outcome scores improved from 66.7% to 87.5%. Novelty: The study highlights the effectiveness of Inside Outside Circle as a cooperative strategy in fostering active learning and improving academic performance in language subjects. Implications: The model can be adopted as a pedagogical innovation to enhance student-centered learning in primary education. Highlights: Improves student engagement through active participation. Enhances learning outcomes in a structured cycle. Demonstrates effective use of cooperative models in language learning. Keywords: Learning Outcomes, Indonesian Language, Inside Outside Circle, Primary Education, Cooperative Learning
Improving Reading Comprehension Through Cooperative Integrated Reading and Composition: Meningkatkan Pemahaman Membaca Melalui Pembelajaran Membaca dan Penulisan Terpadu Berbasis Kerja Sama Ilham Syaputra; Apdoludin Apdoludin; Reni Guswita
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12167

Abstract

General background: Reading comprehension is a fundamental skill that significantly influences students’ academic success, yet many elementary learners still face challenges in developing it effectively. Specific background: In Indonesian primary schools, conventional teaching methods often limit students’ active engagement, thereby reducing opportunities for deeper comprehension. Knowledge gap: Limited empirical studies have examined the effectiveness of Cooperative Integrated Reading and Composition (CIRC) in enhancing reading comprehension within this context. Aims: This study aimed to investigate the impact of the CIRC approach on improving reading comprehension among fourth-grade students at SDN 100/II Muara Bungo during the odd semester of 2025/2026. Results: Conducted as a two-cycle classroom action research with 28 participants, findings showed progressive improvement: teacher activity increased from 85% in cycle I to 95% in cycle II, student activity from 64% to 96%, and reading comprehension achievement from 75% to 92%. Novelty: The study highlights the adaptability of CIRC in Indonesian elementary settings, demonstrating its ability to foster both active participation and comprehension. Implications: These findings suggest that integrating CIRC into reading instruction can significantly enhance learning outcomes, offering educators an effective pedagogical model for strengthening literacy skills in primary education. Highlights: CIRC significantly improved students’ reading comprehension. Teacher and student activity increased across cycles. The approach is adaptable to Indonesian elementary schools. Keywords: Cooperative Reading, Reading Comprehension, Action Research, Elementary Education, Student Engagement
Reading Guide Strategy Fosters Elementary Student Reading Comprehension Skill Mastery: Strategi Reading Guide Mendorong Penguasaan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Nabilatul Fikro; Reni Guswita; Nurlev Avana
Academia Open Vol. 11 No. 2 (2026): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.15079

Abstract

General Background Education aims to develop literacy foundations, particularly reading skills that are essential for elementary school subjects. Specific Background Fourth-grade students at SD Negeri 027/II Sungai Arang currently experience difficulties in vocabulary acquisition, identifying main ideas, and maintaining focus due to monotonous instructional methods. Knowledge Gap While guided reading frameworks exist, specific empirical studies observing the systematic application of guided questioning to resolve specific fourth-grade textual comprehension deficits remain limited. Aims This research investigates the application of a structured reading strategy to build text comprehension skills among fourth-grade pupils at SD Negeri 027/II Sungai Arang. Results Utilizing Classroom Action Research across two instructional cycles with 20 pupils, the analysis demonstrated an increase in the mean score from 64.2 to 84.6, alongside a learning mastery progression from 45 percent to 85 percent. Novelty This study details the progressive resolution of elementary literacy challenges through tailored pre-reading predictions, structured question guidelines, and guided text exploration. Implications Incorporating systematic reading guidelines serves as a highly supportive pedagogical approach for cultivating active student participation and achieving mastery of textual information. Highlights Classroom action research spanning two instructional cycles demonstrated a mean score progression from 64.2 to 84.6. Pupil learning mastery rates climbed significantly from 45 percent to 85 percent following targeted textual interventions. Structured pre-reading predictions and guided text exploration successfully stimulated active participation during literacy sessions. Keywords Reading Comprehension; Reading Guide Strategy; Elementary School Education; Classroom Action Research; Indonesian Language Learning
Co-Authors Apdoludin Apdoludin Ilham Syaputra Nabilatul Fikro Nurlev Avana Reiza Dwi Yulianto Tri Wera Agrita