<![CDATA[Reading literacy, communication, and collaboration are essential competencies in 21st-century learning. However, these skills among elementary school students have not yet developed optimally as expected. This study aimed to describe teacher activities and analyze the improvement of students' activities, reading literacy skills, communication skills, and collaboration skills. A Classroom Action Research (CAR) design was used in this investigation. During the second semester of the 2025–2026 school year, 14 fifth-grade children from SDN Telaga Biru 6 Banjarmasin served as the research subjects. Tests and observation were used to gather data, which were then evaluated using both quantitative and descriptive qualitative techniques. The findings demonstrated that teacher-led activities met the “Very Good” standard. Student activities improved from the category of "very few students were highly active" to "almost all students were highly active." Reading literacy skills improved from the category of "very few students were highly proficient" to "almost all students were highly proficient." Communication skills also improved from the category of "very few students were highly proficient" to "almost all students were highly proficient." Likewise, collaboration skills improved from the category of "very few students were highly proficient" to "almost all students were highly proficient." Based on these findings, it can be concluded that the PASAR model effectively improves teacher activities, student activities, reading literacy skills, communication skills, collaboration skills, and students' learning outcomes.]]>
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