Penerapan Model Pembelajaran CIRC Pada Keterampilan Membaca Dan Hasil Belajar Dalam Pembelajaran Bahasa Indonesia Di Sekolah Dasar Kabupaten Jeneponto - Jumianti, Jumianti; Muhammadiah, Mas'ud; Fansury, Andi Hamzah (Jounal of Primary Education, 2025)
Penelitian ini mengkaji pengaruh implementasi model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap peningkatan keterampilan membaca dan hasil belajar Bahasa Indonesia siswa kelas IV di UPT SDN 8 Binamu, Kabupaten Jeneponto. Metode kuantitatif dengan desain eksperimen pretest-posttest control group diterapkan pada sampel dua kelas (eksperimen: CIRC, kontrol: konvensional). Data dikumpulkan melalui instrumen tes keterampilan membaca dan hasil belajar yang divalidasi. Hasil menunjukkan peningkatan signifikan pada kelas eksperimen: identifikasi informasi utama (85%), inferensi teks (82%), pemahaman makna kontekstual (88%), dan koneksi antargagasan (87%). Hasil belajar Bahasa Indonesia mengalami pergeseran distribusi dari kategori "Sedang-Rendah" (72%) ke "Tinggi-Sangat Tinggi" (59%). Uji statistik paired samples t-test mengonfirmasi signifikansi peningkatan (keterampilan membaca: *t* = -11.222, *p* < 0.001; hasil belajar: *t* = -9.817, *p* < 0.001). Temuan membuktikan efektivitas CIRC sebagai strategi integratif untuk mengatasi defisit kosakata, rendahnya minat baca, dan keterbatasan metode pasif. Penelitian merekomendasikan adopsi CIRC berbasis konteks lokal didukung pelatihan guru dan asesmen formatif holistik. This study examines the effect of implementing the Cooperative Integrated Reading and Composition (CIRC) learning model on enhancing reading skills and Indonesian language learning outcomes among fourth-grade students at UPT SDN 8 Binamu, Jeneponto Regency. A quantitative approach with a pretest-posttest control group experimental design was applied to two classes (experimental: CIRC, control: conventional). Data were collected using validated reading skills and learning outcomes assessments. Results indicated significant improvements in the experimental group: identification of main information (85%), text inference (82%), contextual meaning comprehension (88%), and inter-idea connections (87%). Learning outcomes shifted from "Moderate-Low" (72%) to "High-Very High" (59%) categories. Statistical analysis via paired samples t-test confirmed significant enhancements (reading skills: *t* = -11.222, *p* < 0.001; learning outcomes: *t* = -9.817, *p* < 0.001). The findings prove CIRC’s effectiveness as an integrative strategy to address vocabulary deficits, low reading engagement, and passive teaching limitations. The study recommends contextually adapted CIRC implementation supported by teacher training and holistic formative assessment.