The Effect of the Course Review Horay Method Based on the Deep Learning Approach on the Reading Comprehension Skills of Fifth-Grade Students

Abstract

Reading comprehension is one of the key literacy competencies that supports the learning success of elementary school students. However, initial observations indicate that some fifth-grade students at SDN Susukan 09 Pagi still struggle to identify main ideas, understand implied information, and draw conclusions from reading passages. This study aimed to determine the effect of the Course Review Horay (CRH) method based on the Deep Learning approach on the reading comprehension skills of fifth-grade students at SDN Susukan 09 Pagi. The study used a quantitative approach with a Quasi-Experimental design of the Nonequivalent Control Group type. The research sample consisted of 60 students divided into an experimental class and a control class, each with 30 students. Data were collected through pre-test and post-test assessments of reading comprehension skills. The results showed that the average pre-test score for the experimental class was 78.03, and for the control class was 70.10. After the intervention was administered, the average post-test score in the experimental class increased to 88.87, while the control class increased to 83.00. The results of the independent-samples t-test showed a p-value of 0.004 (<0.05), indicating a significant difference between the two groups. Effect size analysis yielded a Cohen’s d value of 0.780, which falls into the moderate to high category. The research findings indicate that the Horay Course Review method based on the Deep Learning approach has a positive effect on students’ reading comprehension skills. This method can serve as an innovative learning alternative to improve the quality of reading instruction in elementary schools