Peningkatan Literasi Membaca di Sekolah Dasar melalui Pendekatan Berbasis Buku Bacaan

Abstract

The reading literacy level of elementary school students remains a global and national concern. Recent international assessment results show significant challenges in reading skills post-pandemic. This study summarizes research evidence from 2020–2025 on the effectiveness of reading-based approaches—including collection enrichment, text-rich libraries/classrooms, structured reading time, teacher and librarian guidance, and digital book integration—to improve elementary school students' interest, engagement, and reading comprehension. The synthesis shows that meaningful access to diverse reading materials, supported by explicit pedagogical practices (including phonics and comprehension strategies), trained adult mentoring, and progress monitoring, consistently correlates with better literacy outcomes. Policy implications emphasize strengthening libraries (classroom and school), procuring relevant leveled books, training teachers/librarians, and measurable school literacy program management.