<![CDATA[The reliance on conventional, teacher-centred methods in Arabic reading instruction often leads to passive learning and low student motivation, thereby limiting proficiency development. While prior research acknowledges collaborative learning's benefits, its specific application through structured models like Cooperative Integrated Reading and Composition (CIRC) in Arabic Islamic junior high schools remains underexplored. This study aims to investigate the efficacy of the CIRC model in improving the Arabic reading skills of eighth-grade students. A quasi-experimental design with a non-equivalent control group was employed at Pemangku Islamic Junior High School, Bandung. The experimental group (n=35) was taught using CIRC, while the control group (n=32) received traditional rule-based instruction. Data from pre- and post-tests were analyzed for normality, homogeneity, and mean differences using paired T-tests and N-Gain scores. Results revealed a statistically significant improvement in the experimental group's reading scores (Mean N-Gain: 0.35; categorized as moderate effectiveness), with the experimental group outperforming the control group. The findings conclude that the CIRC model effectively enhances Arabic reading skills by promoting active, interactive, and socially constructed learning, offering a significant pedagogical innovation for similar educational contexts.]]>
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