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The Effect of Directed Reading Thinking Activity (DRTA) Learning Model on Students’ Reading Comprehension Ability

Year: 2025

Type: conference-paper

Abstract: Reading and comprehension remain challenging for primary school students. A fifth-grade teacher at SDN Purwadadi 1 noted low enthusiasm for reading and limited vocabulary among students, affecting their understanding of texts. This study aims to evaluate the effect of the Directed Reading Thinking Activity (DRTA) model on students’ reading and comprehension ability. Using a quantitative

Source: Southeast Asian Conference on Education official conference proceedings

DOI: 10.22492/issn.2435-5240.2025.11

Authors: Dede Mardiah, Isah Cahyani, Neneng Hayatul Milah

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4410246705

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