Abstract
Low reading literacy levels among Indonesian students, particularly in the early grades of primary school, necessitate systematic instructional interventions. This study aims to empirically examine the effect of implementing the *Survey, Question, Read, Recite, Review* (SQ3R) learning model on the reading skills of second-grade primary school students. A quantitative approach utilizing a quasi-experimental design (specifically, a nonequivalent control group design) was employed. The study population consisted of all second-grade students at UPT SD Negeri 064011 Mabar, with a sample of 45 students divided into a control group (n = 25) and an experimental group (n = 20) via purposive sampling. The research instrument was a reading skills test based on the topic "My Needs" (*Kebutuhanku*); the reading skill indicators included fluency, pronunciation accuracy, and comprehension of the reading material. Data analysis involved normality testing (Shapiro-Wilk), homogeneity testing (Levene's Test), and hypothesis testing using the Independent Samples t-Test via SPSS software. The analysis yielded a significance value of 0.000 (p < 0.05), indicating that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. These results demonstrate that implementing the SQ3R learning model significantly improves the reading skills of second-grade primary school students. The SQ3R method is effective for enhancing student literacy skills; it provides strategies for better text reading and comprehension while helping students become active, analytical readers with deep understanding. Furthermore, the SQ3R method offers a structured and organized framework for the learning process. With appropriate teacher support and guidance, students can master this method and apply it across various learning contexts. The structured SQ3R framework fosters active and analytical reading habits and leads to improved reading comprehension.