APPLICATION OF POTENSI MODEL IN IMPROVING READING, COMPREHENSION, AND CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS
Abstract
This investigation was initiated in response to students' insufficient capacity to interpret written materials comprehensively and evaluate the information they encounter critically. Accordingly, the primary objective was to determine the extent to which learners' reading comprehension and critical-thinking competencies could be enhanced. A qualitative methodology employing Classroom Action Research (CAR) was implemented across four instructional sessions. Information was obtained through interview activities, documentary evidence, and assessment instruments before being processed using both qualitative and quantitative analytical procedures. The results demonstrated considerable progress in learners' achievement, with reading comprehension attaining the category of “all students are highly proficient,” while critical-thinking performance reached the level of “almost all students are highly proficient,” in accordance with the predetermined success criteria. Consequently, the POTENSI framework has been empirically shown to strengthen students' reading comprehension and critical-thinking abilities within Indonesian language instruction.