<![CDATA[This study was motivated by the low reading comprehension skills of fourth-grade students at SDN 01 Kampung Batu Dalam, Solok Regency. The students experienced difficulties in understanding texts, identifying implicit information, and drawing conclusions. This study aimed to improve students' reading comprehension skills through the implementation of the Directed Reading Thinking Activity (DRTA) strategy. The study employed Classroom Action Research (CAR) using qualitative and quantitative approaches conducted in two cycles, consisting of planning, implementation, observation, and reflection. The participants were 31 fourth-grade students. Data were collected through tests and non-test techniques, including classroom observations and learning achievement assessments. The findings indicated that the implementation of the DRTA strategy improved both the quality of the learning process and students' reading comprehension skills. The average reading comprehension score increased from 61.13 in Cycle I to 84.80 in Cycle II, while the average learning achievement score improved from 66.09 to 86.91. Therefore, the Directed Reading Thinking Activity (DRTA) strategy was proven to be effective in improving elementary school students' reading comprehension skills.]]>
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