<![CDATA[Reading comprehension is a fundamental skill that elementary school students need to master; however, difficulties in identifying main ideas, understanding word meanings, and drawing conclusions from texts remain prevalent. This study aimed to examine the effect of the Cooperative Integrated Reading and Composition (CIRC) model on students’ reading comprehension and compare its effectiveness with the Direct Instruction model. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants were 36 fourth-grade students of MI Darussalam, consisting of an experimental class (n=18) and a control class (n=18). Data were collected through pretests and posttests and analyzed using normality, homogeneity, independent sample t-test, and N-Gain tests. The results revealed that the experimental class improved from a mean pretest score of 56.8 to a posttest score of 75.8, with an N-Gain of 0.43 (moderate category). In contrast, the control class improved from 54.2 to 62.2, with an N-Gain of 0.19 (low category). The independent sample t-test indicated significant differences between the two groups in posttest scores (Sig. = 0.037) and N-Gain scores (Sig. = 0.040). Therefore, the CIRC model was more effective than the Direct Instruction model in improving elementary students’ reading comprehension skills.]]>
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