Digital Scaffolding for Literacy: The Effectiveness of a Google Sites-Assisted CIRC Model in Enhancing Secondary Students’ Text-Based Composition Skills

Abstract

The incorporation of digital technology in literacy education has gained significance, particularly in environments with few conventional resources. Students in rural Indonesian schools frequently encounter difficulties with reading-writing integration, while educators grapple with the implementation of effective, collaborative instructional strategies. Although cooperative learning strategies, such as the Cooperative Integrated Reading and Composition (CIRC) model, have demonstrated potential, there is a deficiency in research regarding the enhancement of these models through digital scaffolding in low-resource environments. This study presents a Google Sites-supported CIRC model designed to enhance secondary students' text-based composing abilities. The model was validated, assessed for practicality, and evaluated for efficacy using a research and development (R&D) methodology with a one-group pretest-posttest design. Results demonstrate elevated expert validation scores (CVI = 0.92), robust practicality assessments from both educators and students, and substantial enhancements in writing (p < 0.001; Cohen’s d = 1.12), especially among low-proficiency learners. Qualitative data additionally indicate heightened motivation, collaboration, and digital proficiency. The research shows that integrating cooperative learning with accessible digital platforms can significantly enhance literacy results in under-resourced settings. It provides a reproducible and scalable framework for addressing literacy disparities via technology-enhanced education, with ramifications for curriculum design, educator training, and digital equity.