(Department of Architectural Engineering, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)
(2) M Mursalin
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(3) Muhammad Ali
(Department of Communication Studies, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(4) Ferri Safriwardy
(4 Department of Mechanical Engineering, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)(5) Muliana Muliana
(Department of Mathematics Education, Universitas Malikussaleh, Aceh Utara, 24355, Indonesia)*Corresponding author
AbstractReading comprehension remains one of the most critical yet persistently underperforming dimensions of elementary literacy education worldwide. Despite decades of instructional reform, large proportions of primary school students continue to demonstrate inadequate text comprehension skills, particularly in settings where teacher-centered pedagogies dominate daily classroom practice. This study addressed an observed gap between established collaborative learning theory and its systematic application in reading instruction at the elementary level. The research aimed to examine how collaborative learning strategies could be implemented to improve students' reading comprehension and to trace participation changes across action cycles. Using a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, this study was conducted over two cycles in a Grade 4 class of 28 students at a public elementary school in Indonesia. Data were collected using reading comprehension tests, structured observation sheets, teacher field notes, a reflective journal, and a student participation checklist. Triangulation was applied to establish credibility across data sources. Descriptive statistics and percentage improvement analysis were used for quantitative trends, while reflective narrative analysis was applied to qualitative findings. Baseline mean comprehension scores stood at 56.4, rising to 68.9 at the end of Cycle 1 and reaching 79.6 by the conclusion of Cycle 2. Student participation rates improved from 42.3% to 61.8% and ultimately to 84.5% across the same period. These findings support the pedagogical efficacy of structured collaborative reading activities in elementary classrooms and indicate that reflective teacher-researcher practice is essential for sustained literacy gains. Implications for literacy instruction, classroom organization, and formative assessment are discussed.
Keywordsreading comprehension; collaborative learning; classroom action research; elementary education; literacy instruction
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1521 |
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