<![CDATA[The low reading literacy scores of Indonesian students in international assessments, such as PISA, highlight a serious problem. This condition is also reflected at SD Negeri Kaliurang 1, where data shows a significant decline in reading competency. This study aims to comprehensively describe the problems of low reading interest among elementary school students, focusing on the roles of teachers and parents. Using a qualitative descriptive method, data were collected through observation, interviews, questionnaires, and documentation studies involving fourth-grade students, their parents, and teachers. The findings indicate that the problem stems from internal and external factors. Internally, students lack intrinsic motivation, show low analytical perseverance, and struggle with text comprehension. Externally, parents provide minimal literacy role models, structured support, and facilities at home. Meanwhile, teachers' strategies are more focused on technical reading fluency rather than fostering a love of reading, and library visits are not optimally guided. The study concludes that the root of the problem lies in the suboptimal role of parents and teachers in creating a supportive literacy ecosystem. Therefore, the fundamental solution requires empowering both parties through programs that enhance parental capacity and encourage teachers to adopt more engaging reading strategies, supported by intensive collaboration.]]>
Copyrights © 2025
