<![CDATA[This study was prompted by the low reading comprehension skills observed among fourth-grade elementary students. Key problems identified included students' inability to retell what they had read, difficulty answering text-based questions—often resorting to asking the teacher directly rather than attempting an answer—an inability to draw conclusions from a passage, and difficulty grasping both explicit and implicit information within a text. Even students who could read fluently still struggled to understand the content itself. This research aimed to describe how implementing the Guided Reading strategy could improve reading comprehension among fourth-grade students at SDN 12 Padang Besi, Padang City. The study used a Classroom Action Research (CAR) design combining qualitative and quantitative approaches, with one teacher and 27 fourth-grade students serving as research subjects. The findings showed improvement across every aspect examined. The Teaching Module assessment rose from an average of 87.50% (Good) in Cycle I to 96.43% (Very Good) in Cycle II. Teacher performance improved from 86.54% (Good) to 94.23% (Very Good), while student activity followed a similar pattern, increasing from 86.54% (Good) to 94.23% (Very Good). Knowledge-based learning outcomes also rose, from 80.10% (Sufficient) in Cycle I to 92.59% (Very Good) in Cycle II. Students' reading comprehension scores improved from 81.41% (Good) in Cycle I to 94.14% (Very Good) in Cycle II. These results indicate that the Guided Reading strategy is effective in enhancing reading comprehension among fourth-grade elementary school students.]]>
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