<![CDATA[ABSTRACT The diversity of reading and text-processing skills in early grades of rural elementary schools requires instructional strategies sensitive to the contextual conditions of students' learning environments. This study was directed at examining not merely whether constructivism is utilized, but how the approach is instantiated through learning activities and how teachers facilitate student engagement in basic literacy development. A qualitative descriptive design approach was implemented at UPTD SD Negeri 071046 Holi, Nias Regency, observing 14 second-grade students (8 girls and 6 boys), while involving the classroom teacher and supporting teachers as key informants. Data collection employed non-participant observation, semi-structured interviews, and documentary study, followed by data coding (open coding, axial coding, and selective coding). Data credibility was reinforced through iterative source and technique triangulation. Field findings revealed three categories of student abilities: 7 students were able to read fluently and comprehend text content, 4 students were at a moderate level requiring comprehension assistance, and 3 students needed intensive guidance due to spelling impediments. Constructivism-based learning proved to provide flexible space for teachers to adjust cognitive assistance (scaffolding) and facilitate active student participation naturally. ABSTRAK Keragaman kecakapan membaca dan mengolah teks di kelas awal sekolah dasar pedesaan memerlukan strategi instruksional yang peka terhadap kondisi kontekstual lingkungan belajar peserta didik. Penelitian ini diarahkan untuk melihat bukan sekadar apakah konstruktivisme digunakan, tetapi bagaimana pendekatan tersebut diwujudkan melalui aktivitas belajar dan bagaimana guru memfasilitasi keterlibatan siswa dalam pengembangan literasi dasar. Pendekatan kualitatif descriptive design diterapkan pada lokasi UPTD SD Negeri 071046 Holi, Kabupaten Nias, dengan mengamati 14 siswa kelas II (8 perempuan dan 6 laki-laki), serta melibatkan guru kelas dan guru pendukung sebagai informan kunci. Pengumpulan data menggunakan teknik observasi non-participant, wawancara semi-structured, dan studi dokumentasi yang dilanjutkan dengan pengodean data (open coding, axial coding, serta selective coding). Uji keabsahan data diperkuat melalui triangulasi sumber dan teknik secara berulang. Temuan lapangan mengungkap tiga kategori kemampuan siswa: 7 anak mampu membaca lancar dan memahami isi bacaan, 4 anak berada pada kategori sedang yang memerlukan pendampingan pemaknaan, serta 3 anak membutuhkan bimbingan intensif akibat hambatan mengeja. Pembelajaran berbasis konstruktivisme terbukti menyediakan ruang fleksibel bagi guru untuk menyesuaikan bantuan kognitif (scaffolding) serta memfasilitasi partisipasi aktif siswa secara alamiah.]]>
