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Fluent reading ability level 1 in elementary school is the initial stage in the fluent reading process, which focuses on basic reading skills such as recognizing letters, words, and simple sentences. Elementary school students at this level are expected to be able to read fluently and accurately, and understand the meaning of the text being read. Fluent reading ability level 1 is an essential aspect in learning activities at the elementary school level, because it can affect children's ability to master other learning content. Thus, teachers and parents need to pay attention to and improve elementary school students' fluent reading ability level 1 through effective learning strategies and techniques..

Fluent reading ability level 1 in elementary school is the initial stage in the fluent reading process, which focuses on basic reading skills such as recognizing letters, words, and simple sentences. Elementary school students at this level are expected to be able to read fluently and accurately, and understand the meaning of the text being read. Fluent reading ability level 1 is an essential aspect in learning activities at the elementary school level, because it can affect children's ability to master other learning content. Thus, teachers and parents need to pay attention to and improve elementary school students' fluent reading ability level 1 through effective learning strategies and techniques..

Students' ability in critical reading of news texts is still lacking in understanding and analyzing the structure and language rules in news texts. This study aims to improve the ability to read critically news texts through the Know Want Learned (KWL) method in class VII-A students of SMP Negeri 1 Bawolato. The type of research used is classroom action research (CAR) using 4 stages of implementation, namely 1) planning, 2) action, 3) observation, 4) reflection. This study was carried out in 2 cycles. Based on the implementation of the study using a test to determine the structure and language rules of news texts in cycle I, the results obtained were an average value of 41.01% with the lowest value of 25 and the highest value of 75, while in cycle II there was an increase in students' critical reading ability in determining the structure and language rules of news texts with an average value obtained of 82.12%, namely the lowest value of 62.5% and the highest value of 100%. The results of this study indicate that the Know Want Learned (KWL) method can have a positive impact on improving the ability to read critically news texts. The researcher recommends that teachers at SMP Negeri 1 Bawolato can utilize the Know Want Learned (KWL) method in Indonesian language learning.

This research focuses on examining the intensive reading learning process of third-grade elementary students when engaging with narrative texts. The objective is to investigate students' ability to comprehend the narrative structure, interpret meanings, and respond to the messages within the text. Employing a qualitative descriptive method, the data were obtained through direct classroom observation, interviews with teaching staff, and evaluation of students’ reading tasks. The findings reveal that although students demonstrate interest in reading narratives, many still struggle to recognize essential components such as plot sequences, character development, and moral lessons. Teachers are instrumental in facilitating students' understanding by implementing supportive strategies, including guided reading, interactive questioning, and the integration of visual materials. The study highlights the importance of a well-structured and supportive learning environment to foster students’ reading comprehension and critical engagement with texts.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study aims to identify and describe the most effective teaching strategies in improving level 3 fluent reading skills in lower grade elementary school students. Level 3 fluent reading skills include the ability to read at an appropriate speed, expressive intonation, and good comprehension of reading content. Through a descriptive qualitative approach, this study explores and analyzes various learning techniques that have been proven to support the improvement of reading fluency in early childhood. The research findings reveal that the application of explicit teaching methods, repetition in reading exercises, the use of paired reading techniques, the use of reading texts with levels of difficulty, and active involvement from parents, can synergistically encourage the development of students' reading skills significantly. This study provides important contributions both theoretically and practically, especially for educators, in designing systematic, comprehensive, and sustainable reading learning programs to improve students' literacy competencies from an early age.

This study explores creative thinking strategies aimed at enhancing reading comprehension skills among fifth-grade elementary school students. By focusing on developing critical and innovative thinking methods, the research investigates how these strategies can improve students' ability to understand and process reading materials. The study employs various approaches to stimulate cognitive engagement, fostering both deeper comprehension and greater interest in reading. Results suggest that incorporating creative thinking techniques significantly contributes to the enhancement of students' reading comprehension abilities. The findings highlight the importance of integrating these strategies into the classroom to support students' academic growth and encourage lifelong learning habits.

This study aims to analyze intensive reading skills among fifth-grade elementary school students. Intensive reading is a vital skill that supports information comprehension and serves as a foundation for mastering other subjects. The research employs a qualitative descriptive approach using a case study method. Data were collected through direct observation, audio recordings, and document analysis of previous reading assessment results. Evaluation involved cognitive tests with multiple-choice questions and psychomotor observations while students read texts independently. The findings reveal variations in intensive reading skills among students, particularly in understanding text content, organizing ideas, diction accuracy, sentence structure, spelling, and note-taking ability. Most students could grasp the main idea and identify the plot well; however, challenges remained in using appropriate diction, maintaining consistent sentence structure, and achieving accuracy in spelling and note-taking. These results highlight the need for more effective teaching strategies to improve students’ intensive reading skills. This study is expected to contribute positively to the development of Indonesian language learning methods at the elementary level, better preparing students to face increasingly complex academic challenges.

This study aims to analyze intensive reading skills among fifth-grade elementary school students. Intensive reading is a vital skill that supports information comprehension and serves as a foundation for mastering other subjects. The research employs a qualitative descriptive approach using a case study method. Data were collected through direct observation, audio recordings, and document analysis of previous reading assessment results. Evaluation involved cognitive tests with multiple-choice questions and psychomotor observations while students read texts independently. The findings reveal variations in intensive reading skills among students, particularly in understanding text content, organizing ideas, diction accuracy, sentence structure, spelling, and note-taking ability. Most students could grasp the main idea and identify the plot well; however, challenges remained in using appropriate diction, maintaining consistent sentence structure, and achieving accuracy in spelling and note-taking. These results highlight the need for more effective teaching strategies to improve students’ intensive reading skills. This study is expected to contribute positively to the development of Indonesian language learning methods at the elementary level, better preparing students to face increasingly complex academic challenges.

This study was motivated by the need to understand the impact of changing the education curriculum on elementary school students. Curriculum changes often pose challenges in their implementation, especially in terms of literacy in elementary school students. In addition, there are factors that influence student literacy such as the change from the 2013 curriculum to the independent curriculum, lack of support and attention from parents to students, and support from student schools. The purpose of this study was to identify the impact of changing the education curriculum on elementary school students. The research method used is qualitative descriptive with a literature study design. The literature review was conducted by examining information collected from primary and secondary data sources, including citing relevant references. The results of the study indicate that the implementation of the independent curriculum also raises concerns about students' basic skills, especially in terms of reading because many students in Indonesia have difficulty reading, which can have a negative impact on their learning achievement in the future. Therefore, the results of this study are expected to contribute to the understanding and implementation of the independent curriculum in children's literacy

This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

Fluent reading ability level 2 has an important component, namely pronouncing reading clearly with the use of pauses, intonation and appropriate expressions with the aim of getting information from the reading material being read. Fluent reading ability level 2 is very important for children to master in order to understand reading with clear pronunciation of reading, accompanied by the use of appropriate intionation, pauses and expressions. The purpose of this study was to evaluate a person's fluent reading ability level 2 in terms of reading speed with the use of appropriate pauses, intonation and expressions. Five children were assessed in a reading test involving the use of appropriate pauses, intonation and expressions. This method was chosen to understand in depth the process and factors that influence reading fluency in certain individuals. The subjects of the study were one grade 2 student totaling 5 people. Data were collected through observation, interviews with students' parents. The results showed that there were 2 children who were able to read fluently and 3 children who still had difficulty in reading fluently.

Fluent reading ability level 2 has an important component, namely pronouncing reading clearly with the use of pauses, intonation and appropriate expressions with the aim of getting information from the reading material being read. Fluent reading ability level 2 is very important for children to master in order to understand reading with clear pronunciation of reading, accompanied by the use of appropriate intionation, pauses and expressions. The purpose of this study was to evaluate a person's fluent reading ability level 2 in terms of reading speed with the use of appropriate pauses, intonation and expressions. Five children were assessed in a reading test involving the use of appropriate pauses, intonation and expressions. This method was chosen to understand in depth the process and factors that influence reading fluency in certain individuals. The subjects of the study were one grade 2 student totaling 5 people. Data were collected through observation, interviews with students' parents. The results showed that there were 2 children who were able to read fluently and 3 children who still had difficulty in reading fluently.

Summarizing Arabic texts plays a crucial role in understanding and disseminating knowledge. In Arabic language learning, there is a concept known as Naht, which is the process of simplifying or condensing lengthy and complex texts into a shorter form without diminishing the core meaning contained within them. However, in reality, many students still struggle to summarize Arabic texts due to less interactive teaching methods, resulting in passive attitudes and a lack of self-confidence among students. This study aims to develop more interactive teaching techniques to enhance student participation while supporting their critical thinking skills, particularly in the ability to summarize after reading Arabic texts. This research employs a qualitative approach with descriptive methods through observation, interviews, and documentation. The results show that the application of interactive methods such as group discussions and mind mapping positively impacts students' ability to summarize Arabic texts and develop critical thinking skills. Group discussions help deepen understanding and boost students' confidence, while mind mapping facilitates the identification of core material and makes learning more engaging and easier to remember. This technique has proven effective in improving summarization skills and sharpening critical thinking, thus it is recommended for teachers to implement and further develop it in order to create an optimal learning process for students at Madrasah Ibtidaiyah Izzul Islam.

Strengthening student literacy is one of the important aspects in improving the quality of education in Indonesia. Literacy is not only the ability to read and write, but also the ability to understand, analyze, and apply information. In this case, the role of teachers is also very much needed. The ability of teachers to manage and implement the learning process or the process of strengthening literacy is also very much needed. Therefore, it is necessary to have an understanding and mastery of various innovative approaches to improve students' literacy skills. This article aims to describe how teachers can apply various innovative approaches in order to improve student literacy at SMA N 6 Purworejo. The method of community service activities is carried out in the form of socialization, discussion and question and answer. The results of community service activities, various innovative approaches that can be applied by teachers, including, namely, innovating teacher involvement in reading activities before learning, involving technology in literacy learning, implementing project-based learning, and implementing collaborative approaches and thematic learning in the learning process.

Modernization of education in Islamic boarding schools is an important need to maintain the relevance of learning in the digital era. Salafiyah Islamic boarding schools, which are synonymous with the traditional approach through the study of the Yellow Book, face the challenge of adapting technological developments without losing their scientific character. This research aims to develop a model of curriculum modernization through the integration of deep learning-based digital technology  to improve the effectiveness of learning and the quality of academic evaluation. The methods used include literature studies, observation of the learning process, and trial implementation of digital learning tools equipped with deep learning algorithms  for student ability analysis. The results of the study show that the application of deep learning technology  is able to speed up the competency mapping process, provide automatic feedback on reading and comprehension of classical texts, and assist teachers in monitoring the development of students more accurately. This integration also increases interest in learning and strengthens the mula curriculum system without shifting the traditional values of the Islamic boarding school. Thus, technology-based modernization can be a strategic solution to bridge the classical approach and the needs of 21st century learning in Salafi Islamic boarding schools.