<![CDATA[The implementation of the Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension at the elementary school level can create a more interactive, critical, and meaningful learning process. This strategy encourages students to make predictions about the text, read actively, and verify their understanding through discussion activities. This study aims to improve elementary school students’ reading comprehension skills through the application of the DRTA strategy. The research employs a Systematic Literature Review (SLR) method. Data collection was conducted by reviewing and documenting relevant research articles. In the initial stage, 40 articles were identified. After the identification process and removal of duplicate articles, the number was reduced to 32 articles. Furthermore, screening based on the relevance of abstracts and keywords resulted in 23 articles. In the final stage, 8 national journal articles that met the inclusion criteria were selected from the Google Scholar and Scopus databases with the assistance of the Publish or Perish application. The results of the study indicate that the DRTA strategy is effective in improving students’ reading comprehension skills, enhancing critical thinking, and increasing student participation in the learning process.]]>
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