Before this innovation was introduced, teachers at SDN 70 Libukang faced a classic problem in language learning. Based on initial observations conducted by the research team, many fifth-grade students experienced major difficulties in understanding the core content of a text. They frequently made mistakes when answering text-based questions and struggled to retell the information they had just read.
Conventional teaching methods that focused heavily on asking students to read independently and answer questions without structured guidance proved to make children bored and lose focus. As a result, initial data revealed a concerning reality: only 41.67% of students managed to meet the Minimum Mastery Criterion (KKM).
Understanding the SQ3R Method: Five Systematic Steps to Comprehend Text
To address this issue, Sitti Rahmi, Muhammad Ikhsan, and Dini Febriany offered a structured solution through the SQ3R method. Originally developed by Robinson, this method is an acronym for five systematic stages: Survey, Question, Read, Recite, and Review.
This research was designed as Classroom Action Research (CAR) spanning two distinct cycles to monitor student progress step-by-step. The practical steps applied in the classroom included:
- Survey: Students were guided to briefly skim the text, including the title, subheadings, pictures, and keywords, to gain a general overview of the content.
- Question: Students were trained to formulate independent questions based on the key points identified during the survey stage, sparking their curiosity.
- Read: Students actively read the text with a specific objective: finding answers to the questions they had previously created.
- Recite: After reading, students were asked to explain or retell the important information using their own words.
- Review: The teacher and students reviewed the material together, discussing answers and clarifying any misunderstandings.
Real Results: Learning Mastery Jumps to 83 Percent
The implementation of the SQ3R method yielded outstanding and consistent results across both cycles. The research team from Universitas Negeri Makassar recorded a massive leap in student performance.
In the initial condition before the intervention, the student learning mastery rate stood at a mere 41.67%, and classroom activity was categorized as passive. After entering Cycle I, student performance began to show noticeable improvement. Learning mastery rose to 66.67%, even though teacher and student activities were still categorized as "fair" at the time. Evaluations were then conducted to refine classroom management for the subsequent stage.
In Cycle II, the results surged dramatically, surpassing the predetermined success indicators. The reading comprehension mastery rate successfully reached 83.33%, meaning 10 out of 12 fifth-grade students passed the KKM. Classroom dynamics transformed completely; teacher performance was rated as "good," and student participation was deemed "very good". Students were no longer hesitant to ask questions, engage in discussions, and reconstruct the text content independently.
Broad Implications for Elementary Education
The success of this study offers vital practical contributions to the world of education, particularly for elementary schools in rural areas or those with small classroom sizes. Dini Febriany and her team emphasized that limited facilities or environmental contexts are not barriers to success, provided the instructional strategy used can successfully trigger active student engagement.
The SQ3R method has proven effective in optimizing children's cognitive abilities and working memory due to its highly structured process. This study recommends that elementary school teachers begin adopting this method as a creative, non-monotonous alternative for language teaching. Furthermore, schools and policymakers are expected to support the implementation of similar innovative methods to foster a meaningful learning ecosystem.
Author Profiles
- Sitti Rahmi, M.Pd. – Lecturer and Researcher at Universitas Negeri Makassar, focusing on the development of Indonesian language learning methods at the elementary school level.
- Muhammad Ikhsan, M.Pd. – Academic at Universitas Negeri Makassar, specializing in Classroom Action Research (CAR) and instructional management.
- Dini Febriany, S.Pd. – Lead Author and Academic from Universitas Negeri Makassar, specializing in literacy strategy innovations and children's reading comprehension.
Research Source
- Article Title: Implementing the SQ3R Method to Improve Reading Comprehension of Fifth-Grade Students at SDN 70 Libukang, Liliriaja District, Soppeng Regency
- Authors: Sitti Rahmi, Muhammad Ikhsan, Dini Febriany
- Journal Name: International Journal of Advance Social Sciences and Education (IJASSE)
- Publication Year: 2026
- Volume & Pages: Vol. 4, No. 3, 167-178
- DOI:
https://doi.org/10.59890/ijasse.v4i3.4 - Official URL:
https://journalijasse.my.id/index.php/ijasse
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