<![CDATA[This research is motivated by the low reading interest of fifth-grade students at SDN 08 Timonong and the suboptimal use of digital literacy to support reading activities. This study aims to describe students’ perspectives on digital literacy, teachers’ strategies for increasing reading interest, and inhibiting factors in the implementation of digital literacy at SDN 08 Timonong. This study used a qualitative approach with a descriptive method. The subjects included fifth-grade students, their homeroom teachers, and the principal. Data collection techniques included observation, interviews, questionnaires, and documentation. Data analysis was conducted through data reduction, data presentation, and drawing conclusions. The results indicate that digital literacy plays a positive role in increasing students’ reading interest. Students showed greater interest in reading activities through digital devices because the displays are more attractive, interactive, and supported by visual and audio elements. Teachers utilized digital media such as Interactive Flat Panels (IFP), learning videos, and educational games to create more engaging learning and increase student engagement. However, the implementation of digital literacy still faces obstacles such as limited facilities, unstable internet connections, and distractions from social media and games. It can be concluded that digital literacy plays a positive role as a tool, strategy, and support in increasing students’ interest in reading, as it can create reading activities that are more engaging, interactive, and aligned with students’ learning needs in the digital age.]]>
