<![CDATA[The low level of comprehensive reading skills among college students requires a transformation toward student-centered learning. This study aims to determine and describe the improvement of students' comprehensive reading skills in the Comprehensive Reading course at Universitas Merangin through the application of the Project-Based Learning (PjBL) model. This study used Classroom Action Research (CAR) based on the Kemmis & McTaggart model, consisting of planning, acting, observing, and reflecting. The research subjects were one class of students enrolling in the Comprehensive Reading course. Data were collected through reading comprehension tests, observation sheets of lecturer and student activities, and project product assessment rubrics. Data were analyzed quantitatively and qualitatively with a success indicator of 80% of students achieving the minimum criteria. The findings indicate that the implementation of PjBL significantly improves comprehensive reading skills across literal, inferential, critical, and creative levels. The requirement to create research-based products forces students to actively analyze and synthesize information. This study implies that PjBL can be utilized as an innovative and effective learning model for reading courses in higher education.]]>
Copyrights © 2026
