<![CDATA[This research aims to improve the reading comprehension skills of children with learning difficulties by applying the Problem-Based Learning (PBL) model, supported by contextual image media, among class IV students at SDN 007 Batu Ampar for the 2025/2026 academic year. The research was motivated by students' low ability to understand reading content, identify main ideas, answer questions based on text, and summarize information obtained from reading. The research used the Kemmis and McTaggart model of Classroom Action Research (PTK), which was carried out in two cycles, including planning, action implementation, observation, and reflection stages. The research subjects were fourth-grade students who had difficulty learning to read and comprehend. Data collection techniques included reading comprehension tests, observation, interviews, questionnaires, documentation, and fidelity checks. Data were analyzed using quantitative and qualitative descriptive techniques. Quantitative analysis was used to determine increases in reading comprehension skills based on test results.In contrast, qualitative analysis described teacher activities, student involvement, and the learning process during the action. The results show that applying the PBL model supported by contextual image media can improve students' reading comprehension skills. This increase is reflected in higher reading comprehension test scores, greater student activity in the learning process, and the achievement of research success indicators, namely at least 75% of students reaching the Minimum Completeness Criteria (KKM). These findings indicate that the PBL model supported by contextual image media is an effective alternative learning method for improving reading comprehension skills in elementary school students who experience learning difficulties.]]>
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