<![CDATA[This study aimed to improve the beginning reading instructional process through the implementation of interactive videos based on Discovery Learning assisted by phonics, improve the beginning reading skills of students at risk of being slow learners. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages, and was conducted in two cycles. The participants were two second-grade students at SDN 012 Sangatta Selatan who were identified as being at risk of slow learning. The instructional intervention integrated the Discovery Learning model with interactive video media and a phonics approach through the stages of stimulation, problem identification, data collection, data processing, verification, and generalization. Data were collected through observations of the learning process, beginning reading skills tests, and documentation, and were analyzed using qualitative and quantitative descriptive techniques. The results showed that the implementation of interactive videos based on Discovery Learning assisted by phonics improved both the instructional process and students’ beginning reading skills. The implementation of instruction increased from 70.83% in Cycle I to 91.67% in Cycle II, while students’ learning activities increased from 55.5% at the pre-action stage to 62.5% in Cycle I and 94.8% in Cycle II. Students’ beginning reading skills also showed a substantial improvement, with the mean score increasing from 45 at the pre-action stage to 70 in Cycle I and 86 in Cycle II. In addition, learning mastery increased from 60% in Cycle I to 100% in Cycle II.]]>
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