Enhancing Elementary School Students' Reading Comprehension Skills Using the Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) Model based on Project-Based Learning (PjBL)

Neneng Hayatul Milah, Vismaia S. Damaianti, Dede Mardiah

Abstract


Reading comprehension is a crucial language skill for elementary school students in the 21st century. However, the quality of reading instruction in Indonesian schools remains inadequate. An assessment of fourth-grade narrative text comprehension found that only 30% of students answered questions effectively, while 70% struggled. This study aimed to evaluate the effectiveness of the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) model, integrated with Project-Based Learning (PjBL), in improving reading comprehension among fourth-grade students in Cimahi, Indonesia. Using a one-group pretest-posttest design with 30 students as participants, the intervention was conducted over four sessions. The teacher implemented ARIAS through Project-Based Learning. Students created an explosion box project based on 5W+1H questions (Who, What, Where, When, Why, and How), targeting skills such as identifying main ideas, locating details, interpreting vocabulary, making inferences, and evaluating text structure. The pretest mean score was 62.70, rising to 77.10 on the posttest. A paired sample t-test showed a t-value of -14.133 with a significance level of <0.001, indicating significant improvement. These findings suggest that integrating ARIAS with PjBL fosters student engagement and enhances reading comprehension. The study offers insights for educators on using structured motivational strategies and hands-on projects to improve literacy skills in elementary students.

Keywords


Reading; Comprehension Skills; ARIAS; Project-Based Learning; Elementary School

Full Text:

PDF

References


Agra, G., Formiga, N. S., Oliveira, P. S. de, Costa, M. M. L., Fernandes, M. das G. M., & Nóbrega, M. M. L. da. (2019). Analysis of the concept of Meaningful Learning in light of the Ausubel’s Theory. Revista Brasileira de Enfermagem, 72(1), 248–255. https://doi.org/10.1590/0034-7167-2017-0691

Alessandri, G., Zuffianò, A., & Perinelli, E. (2017). Evaluating Intervention Programs with a Pretest-Posttest Design: A Structural Equation Modeling Approach. Frontiers in Psychology, 8(223), 1–12. https://doi.org/10.3389/fpsyg.2017.00223

An, Q. H. (2023). 8th Graders’ Attitude Toward the Implementation of Project-Based Learning Method in Teaching English Reading Skills. A Case Study at Public Secondary School in Ho Chi Minh City, Vietnam. International Journal of English Literature and Social Sciences, 8(3), 508–513. https://doi.org/https://dx.doi.org/10.22161/ijels.83.76

Ando, X. J. G., & Naparota, L. C. (2025). Meta Cognitive Reading Strategies and Academic Performance of Senior High School Students in English Subjects in Baliguian District. International Journal of Arts and Social Science, 8(6), 86–100. https://www.ijassjournal.com/2025/V8I6/41466640333.pdf

Cancelliere, S., Ramsaroop, S., & Petersen, N. (2023). Infusing 21st-century Competencies Into Scripted Foundation Phase Literacy Lessons. South African Journal of Childhood Education, 13(1), 1–9. https://doi.org/https://doi.org/10.4102/sajce.v13i1.1288

Cañete, P. N. (2019). Effectiveness of Project-Based Learning Strategy in Improving the Reading Comprehension Among Grade 7 Students. LAMDAG Journal of the Graduate School, 10(1), 1–21. https://ejournals.ph/article.php?id=22842

Despoina, S., & Aikaterini, M. (2015). Project based learning: effects on knowledge and skills acquisition. International Journal of Research (IJR), 2(6), 148–158. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=feee3220c7acf2c52a65cef74222d8d163d5c7ac

Gibson, D. C., & Ifenthaler, D. (2024). Keller and the ARCS Model of Motivation. In: Computational Learning Theories. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/https://doi.org/10.1007/978-3-031-65898-3_5

Grabe, W., & Stoller, F. L. (2019). Teaching and Researching Reading (C. N. Candlin, Ed.; 3rd ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781315726274

Guerreiro, M., Barker, E., & Johnson, J. (2022). Measuring Student Reading Comprehension Performance: Considerations of Accuracy, Equity, and Engagement by Embedding Comprehension Items within Reading Passages. Practical Assessment, Research, and Evaluation, 27(11), 1–18. https://doi.org/https://doi.org/10.7275/ch8r-tx33

Hadi, F. R., & Anggrasari, L. A. (2021). The Effectiveness of ARIAS Learning Model Based on Digital Literacy in Terms of Critical Thinking Ability of Elementary School Students. Proceedings of the 1st International Conference on Character Education (ICCE 2020), 11, 94–98. https://doi.org/https://doi.org/10.2991/assehr.k.210204.014

Hardani, M., Murtopo, A., & Jannah, U. R. (2023). The Influence of the ARIAS (Assurance, Relevance, Interest, Assessment, and Satisfaction) Learning Model Assisted by Documentary Film Media on Enhancing Expository Text Writing Skills in Grade X Students at Senior High School in Bandung. International Journal of Research and Review, 10(9), 383–393. https://doi.org/https://doi.org/10.52403/ijrr.20230939

Hattan, C., Alexander, P. A., & Lupo, S. M. (2024). Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation. Review of Educational Research, 94(1), 73–111. https://doi.org/https://doi.org/10.3102/00346543221148478

Jeremy St. John, Karen St. John, & Christopher St. John. (2023). Learning by facilitating: A project-based interdisciplinary approach. Journal of Education for Business, 98(7), 404–411. https://doi.org/10.1080/08832323.2023.2196049

Kimport, E. R., & Hartzell, E. (2015). Clay and Anxiety Reduction: A One-Group, Pretest/Posttest Design With Patients on a Psychiatric Unit. Art Therapy, 32(4), 184–189. https://doi.org/https://doi.org/10.1080/07421656.2015.1092802

Kline, A. R., Kolegraff, S. A., & Cleary, J. P. (2021). Student Perspectives of Hands-on Experiential Learning’s Impact on Skill Development Using Various Teaching Modalities. In V. Akerson & M. Shelley (Eds.), Proceedings of IConSES 2021-- International Conference on Social and Education Sciences (pp. 1–10). ISTES Organization. https://files.eric.ed.gov/fulltext/ED626321.pdf

Knapp, T. R. (2016). Why Is the One-Group Pretest–Posttest Design Still Used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280

Lavado-Anguera, S., Velasco-Quintana, P. J., & Terrón-López, M. J. (2024). Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature. Education Sciences, 14(6), 1–20. https://doi.org/10.3390/educsci14060617

Li, T., Miller, E., Chen, I.-C., Bartz, K., Codere, S., & Krajcik, J. (2020). he relationship between teacher’s support of literacy development and elementary students’ modelling proficiency in project-based learning science classrooms. Education 3-13, 49(3), 302–316. https://doi.org/https://doi.org/10.1080/03004279.2020.1854959

Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 1–16. https://doi.org/10.1080/2331186X.2021.2024936

Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(7), 1–10. https://doi.org/10.1186/s43031-019-0009-6

Moghaddam, N. N., & Mahmoudi, A. (2016). The Effects of Pre-Reading Activities on Reading Comprehension of Iranian EFL Learners. Advances in Language and Literary Studies, 7(3), 235–242. https://doi.org/http://dx.doi.org/10.7575/aiac.alls.v.7n.3p.235

Mubarok, H., Sofiana, N., Kristina, D., & Rochsantiningsih, D. (2022). Meaningful Learning Model: The Impact on Students’ Reading Comprehension. Journal of Educational and Social Research, 12(1), 346–354. https://doi.org/10.36941/jesr-2022-0027

Nudianty, S., Mulyadi, A., & Iqbal, M. (2021). International Journal Pedagogy of Social Studies The Effect of Vlog Media with ARIAS Model (Assurance, Relevance, Interest, Assessment, and Satisfaction) Towards Students’ Verbal Communication Skills in Social Studies Learning. International Journal Pedagogy of Social Studies, 6(1), 9–14. https://doi.org/10.17509/ijposs

Rice, M., Wijekumar, K., Lambright, K., & Bristow, A. (2023). Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment. Technology, Knowledge and Learning, 9, 1169–1190. https://doi.org/https://doi.org/10.1007/s10758-023-09660-y

Song, C., & Kao, Q. (2023). Enhancing learner motivation by adapting strategies from the ARCS model: experience from Chinese online course design and teaching. Journal of China Computer-Assisted Language Learning, 3(1), 168–187. https://doi.org/10.1515/jccall-2023-0014

Sudjimat, D. A., Nyoto, A., & Romlie, M. (2021). Implementation of Project-Based Learning Model and Workforce Character Development for the 21st Century in Vocational High School. International Journal of Instruction, 14(1), 181–198. https://doi.org/https://doi.org/10.29333/iji.2021.14111a

Yazici, H. J. (2020). Project-Based Learning for Teaching Business Analytics in The Undergraduate Curriculum. Decision Sciences Journal of Innovative Education, 18(4), 589–611. https://doi.org/https://doi.org/10.1111/dsji.12219




DOI: https://doi.org/10.53400/mimbar-sd.v12i3.89165

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats