<![CDATA[Kemampuan membaca permulaan merupakan fondasi utama pendidikan dasar yang menentukan keberhasilan akademik siswa. Namun, realita di kelas II SDN 3 Plampang menunjukkan hampir separuh siswa mengalami kesulitan kelancaran membaca (reading fluency), seperti lambatnya decoding dan kesalahan fonologis, akibat pendekatan pembelajaran konvensional yang linear. Penelitian ini bertujuan untuk mendeskripsikan implementasi, kendala, dan dampak strategi inovatif guru berbasis Systems Thinking dalam meningkatkan kemampuan membaca permulaan siswa. Metode yang digunakan adalah pendekatan kualitatif deskriptif, penelitian ini dilaksanakan di SDN 3 Plampang, Kabupaten Sumbawa. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Informan penelitian meliputi guru kelas II, siswa, kepala sekolah, dan orang tua. Analisis data menerapkan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa strategi inovatif guru berbasis Systems Thinking diterapkan secara holistik melalui metode multisensori, bimbingan scaffolding individu, dan pembelajaran kolaboratif tutor sebaya. Kendala utama yang dihadapi meliputi keterbatasan fasilitas media literasi berjenjang, heterogenitas kemampuan siswa yang tinggi, serta rendahnya dukungan literasi di lingkungan keluarga. Meskipun demikian, penerapan strategi sistemik ini terbukti memberikan dampak signifikan terhadap peningkatan kelancaran membaca siswa, mereduksi kesalahan fonologis, mempercepat otomatisasi visual-auditori, serta mengubah model mental siswa menjadi lebih termotivasi dan percaya diri dalam belajar. Penelitian ini menyimpulkan bahwa pendekatan berpikir sistem efektif mentransformasi ekosistem literasi dasar di sekolah secara adaptif dan berkelanjutan. Systems Thinking-Based Innovative Teacher Strategies to Improve Students’ Reading Fluency: A Study in Grade II at SDN 3 Plampang, Sumbawa Abstract Early reading ability is the fundamental foundation of primary education that determines students' academic success. However, reality in Grade II at SDN 3 Plampang shows that nearly half of the students experience reading fluency difficulties, such as slow decoding and phonological errors, due to conventional, linear learning approaches. This study aims to describe the implementation, constraints, and impact of innovative teacher strategies based on Systems Thinking in improving students' early reading skills. Using a descriptive qualitative approach, this research was conducted at SDN 3 Plampang, Sumbawa Regency. Data were collected through participatory observation, in-depth interviews, and documentation. The research informants included the Grade II teacher, students, the school principal, and parents. Data analysis applied the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing/verification, with trustworthiness tested through source and technique triangulation. The results show that innovative teacher strategies based on Systems Thinking are implemented holistically through multisensory methods, individual scaffolding guidance, and peer-tutor collaborative learning. The main constraints encountered include limited leveled literacy media facilities, high student ability heterogeneity, and low literacy support in the family environment. Nevertheless, the implementation of this systemic strategy is proven to have a significant impact on improving students' reading fluency, reducing phonological errors, accelerating visual-auditory automatization, and shifting students' mental models to become more motivated and confident in learning. This study concludes that the systems thinking approach is effective in adaptively and sustainably transforming the basic literacy ecosystem in schools.]]>
