<![CDATA[Reading comprehension skills are essential for elementary school students because they support understanding written information and learning across subjects. However, initial observations in Grade I of SDN Karangbesuki 2 Malang revealed that many students were able to read words and simple sentences fluently but still experienced difficulties in comprehending texts and answering questions based on reading materials. This study aimed to improve students’ reading comprehension skills through the implementation of the HUSKAMAWA (Letters, Syllables, Words, Sentences, Meanings, and Discourse) media integrated with differentiated instruction. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted in three cycles. The participants were 26 first-grade students of SDN Karangbesuki 2 Malang during the second semester of the 2025/2026 academic year. Data were collected through tests, observations, field notes, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through data reduction, data display, and conclusion drawing. The results showed a continuous improvement in students’ reading comprehension skills. The average score increased from 71.15 in the pretest to 88.00 in the posttest, while learning mastery improved from 57.69% to 84.62%. The findings indicate that the HUSKAMAWA media combined with differentiated instruction effectively improves reading comprehension skills and reduces learning gaps among students. Therefore, this approach can serve as an alternative strategy for enhancing literacy learning in early-grade elementary classrooms.]]>
