<![CDATA[Low Indonesian language achievement among elementary school students is closely associated with difficulties in reading comprehension and the limited implementation of structured learning strategies. This study aimed to examine the contribution of the Preview, Question, Read, Reflect, Recite, Review (PQ4R) strategy and reading skills to Indonesian language learning outcomes among sixth-grade students in Gondokusuman District, Yogyakarta. A quantitative correlational design was employed involving 195 students selected from seven public elementary schools through cluster random sampling. Data were collected using a PQ4R-based Likert-scale questionnaire, a reading skills test, and students’ semester summative assessment scores. Instrument validity and reliability were assessed, and the data were analyzed using classical assumption tests, multiple regression analysis, t-tests, F-tests, and the coefficient of determination using SPSS version 20. The findings showed that the PQ4R strategy had a significant positive contribution to learning outcomes (t = 3.324, p = 0.001), while reading skills also had a significant contribution (t = 2.403, p = 0.016). Simultaneously, both variables significantly predicted Indonesian language learning outcomes (F = 7.534, p = 0.001). These findings indicate that structured reading strategies and adequate reading skills jointly support students’ academic achievement. The study concludes that teachers should systematically integrate the PQ4R strategy while strengthening students’ reading competence to improve Indonesian language learning outcomes.]]>
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