<![CDATA[Low literary reading literacy remains a challenge in Indonesian language learning at the senior high school level. This study aimed to describe the implementation of the Holistic Literacy Learning Strategy (PAHARI) assisted by the interactive learning media Kelana bersama Kameloh and examine changes in students’ literary reading literacy. The study employed a descriptive qualitative design with a best-practice approach involving 20 eleventh-grade students at SMAN 3 Kuala Kapuas. Data were collected through initial and final assessments, classroom observations, interviews, documentation, and literacy assessment sheets covering students’ ability to understand literary content, analyze intrinsic elements, compose book reviews, and communicate their analysis orally and in writing. PAHARI was implemented through three integrated stages: Pahami, Hasilkan, and Refleksikan, supported by interactive games, collaborative discussions, literary analysis, book-review writing, digital publication, presentations, peer feedback, and parental involvement. The findings showed a positive shift in students’ literacy categories. The proportion requiring intervention decreased from 35% to 0%, while the proficient and advanced categories increased from 10% to 20% and from 5% to 75%, respectively. The novelty of this study lies in integrating PAHARI with interactive literary media, digital literacy activities, reflection, and school-family collaboration. Practically, the strategy provides an alternative model for teachers to develop contextual, participatory, and technology-supported literary reading instruction at the senior high school level.]]>
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