HYBRID LEARNING MODEL BASED ON RECIPROCAL TEACHING AS AN INNOVATION IN DEVELOPING STUDENTS' READING COMPREHENSION ABILITIES

Ahmad Arkam Ramadhani (Universitas Muhammadiyah Bulukumba)
Syayyidina Ali (Universitas Muhammadiyah Bulukumba)

Multidiciplinary Output Research for Actual and International Issue (Morfai Journal)
Vol. 5 No. 6 (2025): Multidiciplinary Output Research For Actual and International Issue

Reading comprehension is a crucial foundation in the learning process of students. However, many obstacles remain in mastering this competency, especially in the digital era, which requires adapting learning methods. Therefore, an innovative approach is needed that can integrate technology and proven effective learning strategies. This study aims to develop a Hybrid Learning model based on Reciprocal Teaching to systematically and measurably improve students' reading comprehension skills. This model combines online and offline learning with collaborative discussion strategies to form a deeper understanding of the text. The method used in this study is a research and development approach. Data were collected through interviews, observations, reading tests, and questionnaires, which were analysed both qualitatively and quantitatively. The findings of this study confirm that the Hybrid Learning model based on Reciprocal Teaching is more effective than conventional methods in improving students' metacognitive skills and reading comprehension. This is evidenced by a significant increase of 31.7% in the experimental group, with a p-value of 0.001, compared to the control group, which increased by 13.6% with a p-value of 0.045. This effectiveness demonstrates that integrating metacognitive strategies, utilising technology, and employing collaborative learning in the hybrid model can encourage students to be more active, reflective, and independent in their understanding of reading texts. The Hybrid Reciprocal Teaching model has been proven to be more effective than conventional methods, as it significantly improves students' metacognitive skills and reading comprehension.