<![CDATA[The low literacy skills of Indonesian students, as indicated by international surveys (PIRLS/PISA), have spurred the School Literacy Movement (GLS) as one strategic solution. This study aims to describe the reading and writing proficiency profiles of fifth-grade students, analyze the level of implementation, and examine the effects of GLS implementation on students’ reading and writing proficiency at three elementary schools (SDN Ciheuleut 01, SDN Ciluluk 3, and SDN Sindangsari) in Cluster 2 of Cikancung Subdistrict. This study uses a quantitative approach with an ex post facto design, in which the independent variable (GLS implementation) has occurred without researcher manipulation. The population consists of 144 fifth-grade students, with a sample of 37 students selected using simple random sampling. Data were collected through a GLS implementation questionnaire, reading and writing proficiency tests, and a document review. Descriptive statistical analysis was conducted to address the first and second research questions, and inferential analysis (Pearson correlation and simple linear regression) was used to test the hypotheses regarding the effects. The research results indicate variations in proficiency levels across schools. Overall, GLS implementation falls into the high category, with the familiarization stage being the most consistently implemented. Further analysis confirms a positive and significant relationship between GLS implementation and students’ reading and writing proficiency. GLS implementation contributes 46.5% to improvements in reading proficiency and 42.8% to writing proficiency. Based on these findings, it is concluded that the structured and sustained implementation of the School Literacy Movement has a significant impact on improving the reading and writing literacy competencies of elementary school students. Therefore, it is recommended that schools optimize all stages of the GLS, particularly the development and learning stages, and that the Education Office provide systemic support in the form of teacher training and funding for literacy facilities. ]]>
