Efektifitas Model Pembelajaran CIRC Dalam Meningkatkan Kemampuan Membaca Pemahaman pada Siswa kelas 3 SDN SUKOMANGLI 01

Abstract

This study aims to examine the effectiveness of the Cooperative Integrated Reading and
Composition (CIRC) learning model in improving reading comprehension skills of third
grade students at SD Negeri Sukomangli 01. The research employed a Classroom Action
Research (CAR) method conducted in two cycles, each consisting of planning,
implementation, observation, and reflection stages. The subjects were 14 students. Data
were collected through observation, interviews, documentation, and written tests in the
form of pretests and posttests. The results showed a significant improvement in students'
reading comprehension abilities. In the pretest of Cycle I, all students were in the
moderate category (scores 40–59). After the implementation of CIRC in Cycle I, all
students improved to the high category (scores 60–80). In Cycle II, 71.43% of students
reached the very high category (scores >80), while the rest remained in the high category.
The challenges encountered included differences in group member abilities, time
limitations, and domination by certain students during group discussions. Nevertheless, the
CIRC model proved effective in enhancing both academic performance and collaborative
skills. Therefore, the CIRC learning model is recommended as an alternative strategy for
teaching Bahasa Indonesia, particularly to improve reading comprehension at the
elementary school level. This study aims to examine the effectiveness of the Cooperative
Integrated Reading and Composition (CIRC) learning model in improving reading
comprehension skills of third-grade students at SD Negeri Sukomangli 01. The research
employed a Classroom Action Research (CAR) method conducted in two cycles, each
consisting of planning, implementation, observation, and reflection stages. The subjects
were 14 students. Data were collected through observation, interviews, documentation,
and written tests in the form of pretests and posttests. The results showed a significant
improvement in students' reading comprehension abilities. In the pretest of Cycle I, all
students were in the moderate category (scores 40–59). After the implementation of CIRC
in Cycle I, all students improved to the high category (scores 60–80). In Cycle II, 71.43% of students reached the very high category (scores >80), while the rest remained in the
high category. The challenges encountered included differences in group member abilities,
time limitations, and domination by certain students during group discussions.
Nevertheless, the CIRC model proved effective in enhancing both academic performance
and collaborative skills. Therefore, the CIRC learning model is recommended as an
alternative strategy for teaching Bahasa Indonesia, particularly to improve reading
comprehension at the elementary school level.