<![CDATA[This research was conducted to improve teachers' literacy skills through interactive learning practices. This research model adopted Institutional Action Research as a reflective, applicable, and practical study to improve the quality of education, focusing on teacher competency, literacy skills, and learning quality. Researchers collected data through tests, document studies, observations, and questionnaires. Data were analyzed using quantitative descriptive analysis techniques to calculate the percentage and magnitude of improvement in each cycle. Furthermore, quantitative descriptive analysis was used to measure comparisons between cycles. The results of the study indicate that (1) Academic supervision recommendations followed up by collaborative learning through learning communities can improve teacher competency in implementing interactive learning practices, (2) Interactive learning practices have an impact on increasing teacher literacy skills, (3) Increasing literacy skills affect the quality of learning and ultimately improve educational report card achievements, especially in related indicators. Therefore, it can be concluded that the activity of sharing good practices (sharing experiences, discussions, reflections and collaboration between teachers) creates an interactive atmosphere. Good Practices through Learning Communities have succeeded in increasing teacher motivation and the average value of teachers in understanding the concept of both in-depth learning and learning models. This study is expected to help principals and teachers to improve their ability to innovate in developing learning.]]>
