<![CDATA[The low interest in reading and the persistence of bullying among elementary school students indicate the need for learning innovations that focus not only on cognitive aspects but also on the development of social attitudes. The learning model used by teachers tends to be conventional, which is not optimal for fostering students' interest in reading and anti-bullying attitudes. This study aims to analyze and evaluate the effect of the problem-based learning model, assisted by children's storybooks, on elementary school students' interest in reading and anti-bullying attitudes. This study is a quasi-experimental study with a posttest control group design. The study population comprised 124 third-grade students, and a sample of 58 was selected using a random sampling technique. The research data were collected using a questionnaire method, with instruments consisting of a reading interest questionnaire and an anti-bullying attitude questionnaire. Data were analyzed using a MANOVA to determine differences in partial and simultaneous effects between the experimental and control groups. The results showed differences in reading interest between students who learned using the problem-based learning model assisted by children's storybooks and those who learned with the conventional learning model. There were also differences in anti-bullying attitudes between the two groups. In conclusion, the PBL model, supported by children's storybooks, had a positive effect on increasing elementary school students' interest in reading and their anti-bullying attitudes, both partially and simultaneously. The implication is that elementary school teachers can integrate the PBL model into children's storybooks as an innovative learning strategy to foster a culture of literacy while simultaneously fostering anti-bullying character traits in students.]]>
