<![CDATA[This Classroom Action Research (CAR) aims to describe the improvement of multimodal literacy skills (narrative, performative, and visual dimensions) among fifth-grade students at SDN Karangbesuki 2 Malang through the implementation of the Project-Based Learning (PjBL) model on serial imagery materials. The study is prompted by low reading interest, students' lack of self-confidence, and the dominance of conventional teaching methods. Using the Kemmis & McTaggart design model, this two-cycle research involved 24 students as subjects. Data were collected through observation techniques of learning activities and written tests (pre-test and post-test). The individual KKTP target was set at 75 with a classical success indicator of ≥85%. The results showed a consistent increase in the class average from the pre-test stage (64.3) to 83.8 at the end of Cycle II. The classical mastery percentage surged significantly from 8.3% in the pre-action stage to 41.7% at the end of Cycle I, and peaked at 87.5% at the end of Cycle II through an individual comic compilation book project. In conclusion, the implementation of the PjBL model with serial imagery materials is effective in improving multimodal literacy skills and productive creativity among elementary school students.]]>
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