PELAKSANAAN LITERASI MEMBACA SISWA UNTUK MENINGKATKAN MINAT DAN PEMAHAMAN BELAJAR SISWA KELAS V SD NEGERI 8 PALU

Reading literacy is a foundational competency that underpins academic achievement and
broader social participation, yet Indonesian elementary students continue to perform below
international benchmarks, with low reading interest compounding deficits in learning
comprehension. This qualitative descriptive study examined the implementation of a reading
literacy programme and its associations with learning interest and comprehension among
28 fifth-grade students at SD Negeri 8 Palu during the 2024/2025 academic year. Data were
collected through structured observation, semi-structured interviews, validated
questionnaires, and documentation, and analysed using Miles and Huberman's interactive
model. Results indicated that the programme was implemented consistently through daily
fifteen-minute pre-class reading routines, classroom reading corner utilisation, and teacherfacilitated retelling activities. Students demonstrated high learning interest (M = 30.2/32;
94.4%) and high learning comprehension (M = 28.5/32; 89.1%) across all measured
indicators. Notably, an affective–cognitive gap was observed: learning interest scores
outpaced comprehension scores, with main idea identification emerging as the weakest
comprehension sub-skill. These findings suggest that habituation-based literacy
programmes effectively build motivational engagement but require integration of explicit
comprehension strategy instruction to generate proportional cognitive gains. The study
contributes contextual evidence from Central Sulawesi and advances a theoretically
significant argument for coupling reading routines with targeted strategy scaffolding in
Indonesian elementary literacy education.