Penerapan Gerakan Literasi Sekolah Dalam Meningkatkan Minat Baca Siswa Sdn Apaan 2 - Moh. Thohir; Mahin Ainun Naim; Amirul Mukminin; Aisya Servia (CV Yazri Aksara Nusantara, 2026)
Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung implementasi Gerakan Literasi Sekolah (GLS) dalam meningkatkan minat baca peserta didik di SDN Apaan 2, Kabupaten Sampang. Program dilaksanakan melalui pendekatan partisipatif dengan melibatkan kepala sekolah, guru, dan peserta didik dalam kegiatan pembiasaan membaca, pendampingan, diskusi, serta penyampaian kembali isi bacaan. Kegiatan dilaksanakan pada 15–16 Februari 2026 melalui tahapan persiapan, pelaksanaan, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan adanya peningkatan partisipasi peserta didik dalam aktivitas membaca, keberanian menyampaikan hasil bacaan, serta antusiasme mengikuti kegiatan literasi. Dukungan guru dan keterlibatan aktif peserta didik menjadi faktor penting dalam keberhasilan program, meskipun masih dijumpai keterbatasan bahan bacaan dan perbedaan kemampuan membaca antar siswa. Secara keseluruhan, implementasi GLS melalui kegiatan pendampingan mampu memperkuat budaya literasi di lingkungan sekolah dan memberikan rekomendasi bagi pelaksanaan program serupa secara berkelanjutan di sekolah dasar lainnya This community service program aimed to strengthen the implementation of the School Literacy Movement (Gerakan Literasi Sekolah/GLS) to improve students' reading interest at SDN Apaan 2, Sampang Regency. The program adopted a participatory approach involving school administrators, teachers, and students through a series of literacy activities, including reading habituation, guided assistance, group discussions, and oral presentations of reading outcomes. The program was conducted on 15–16 February 2026 through four stages: preparation, implementation, mentoring, and evaluation. The results indicated a positive improvement in students' participation in literacy activities, confidence in presenting reading comprehension, and enthusiasm for reading. Teacher involvement and continuous mentoring were identified as key factors supporting the success of the program, despite challenges related to limited reading resources and differences in students' reading abilities. Overall, the program contributed to fostering a more sustainable literacy culture within the school and may serve as a practical model for implementing literacy initiatives in other primary schools.