<![CDATA[ABSTRACT Fourth-grade students in Indonesia face low learning outcomes, particularly in reading and story comprehension. Students' reluctance to actively participate in class, their lack of assurance of understanding the material, and a lack of variety in teaching strategies are some contributing factors. By applying PBL, SAVI, and CIRC theories, the purpose of this study was to characterize teacher activities and analyze student activities and learning outcomes. This study used the CAR method. The study was conducted in two cycles, with two meetings in each cycle. The participants were fourth-grade students of SDN Gunung Melati 2. Data were collected through tests and observations, and analyzed qualitatively in several stages, such as data reduction, presentation of findings, drawing conclusions, and verification. Furthermore, the development of student learning success was assessed using quantitative analysis, both in written and oral exams. Instructor activity received a score of 18 in the first cycle, which is classified as "good," and increased to 23 in the second cycle, which is classified as "very good," according to research data. Furthermore, student participation increased significantly, from 70% in the first cycle, which is classified as "active," to 100% in the second cycle, which is classified as "very active." Students' cognitive learning outcomes also increased from 70% in the "good" category in the first cycle to 100% or "very good" in the second cycle. The conclusion of this study is that learning using the PBL, SAVI, and CIRC models was successfully implemented to improve learning outcomes, student participation, and teacher performance. Keywords: Problem Based Learning (PBL), Somatis Auditori Visual Intelektual (SAVI), Cooperative Integrated Reading And Composition (CIRC), Learning Outcomes, Reading Skills, Comprehension of Story Content]]>
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