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This classroom action research aims to improve the reading literacy of grade 1 students of SD Negeri 2 Ngasem through the use of flashcards. The background of the study is based on the low interest in reading and literacy outcomes of students, which is caused by less varied learning methods and the lack of attractive learning media. This study used a multi-cycle approach with the stages of planning, implementation, observation, and reflection. Data were collected through observation of student activities, reading literacy tests before and after the intervention, and documentation of the learning process. The results showed an increase in the average reading literacy score from 74.77 in the pre-cycle to 75.55 in cycle 1, with the percentage of learning completeness increasing from 77.77% to 83.33%. The use of flashcards proved effective in improving students' motivation, participation, and reading literacy outcomes. This study recommends the use of interactive and innovative learning media such as flashcards, to improve reading literacy in elementary schools.  

This study aims to examine the challenges and strategies of Management Study Program students at the State Islamic University of North Sumatra (UINSU) in understanding online lecture materials. The method used is descriptive qualitative with data collection techniques in the form of closed questionnaires distributed to 25 respondents of fourth semester students. The results showed that although there were still technical problems such as unstable internet connections, the majority of students were able to adapt to the online learning system. The most dominant learning strategies used are active and independent strategies, such as reading, taking notes, repeating material, watching learning videos, and managing study time. In addition, group discussions through media such as WhatsApp and Telegram also help clarify understanding of the material. Students also rely on learning materials provided by lecturers through digital platforms (PDF, video, and LMS) as the main source of independent learning. This study concludes that students' success in understanding online lecture materials is strongly influenced by a combination of active learning strategies, group collaboration, and material support provided by lecturers. Therefore, continuous collaboration between students, lecturers, and institutions is needed to create a more effective and inclusive online learning system.