<![CDATA[The implementation of the School Literacy Movement still faces various obstacles, such as students’ inconsistent reading habits, the limited variety of reading materials, and insufficient parental involvement. Kaliduren Public Elementary School developed the Gatotkaca innovation, or the Totality Movement of Reading, as an effort to sustainably build a culture of literacy. This study aims to analyze the implementation of the Gatotkaca innovation and identify the factors supporting and inhibiting its implementation at Kaliduren Public Elementary School. The study uses a qualitative approach, with data collected through observation, interviews, and documentation. The research informants include the principal, teachers, librarians, students, and other relevant parties. The data are analyzed through data reduction, data presentation, and conclusion drawing, while data validity is ensured through source triangulation. The results show that the Gatotkaca innovation is implemented through the stages of habituation, development, and learning. The main activities include morning reading, break-time reading, home reading, and creative time. The program effectively develops reading habits, broadens students’ knowledge, enhances creativity, and integrates literacy activities into the learning process. The program’s success is supported by effective communication, the involvement of the school community and parents, competent human resources, financial support, implementers’ commitment, and a clear division of responsibilities. The identified obstacles include limited time, insufficient variety of books, demanding school activities, limited supervision, and inconsistent student motivation. Thus, the Gatotkaca innovation can serve as a contextual strategy for strengthening the School Literacy Movement in a planned, participatory, and sustainable manner.]]>
