<![CDATA[Reading literacy development requires instructional strategies that support students in understanding texts and interpreting implicit meanings. However, elementary students often experience difficulties in analyzing connotative meanings and show limited interest in reading literary texts. This study aimed to improve students’ interest in reading folklore and their connotative meaning analysis skills through Project-Based Learning assisted by Digital Interactive Flipbook. This study employed Classroom Action Research using the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The participants were 27 sixth-grade students at SDN Mojoroto 1. Data were collected through connotative meaning analysis tests, reading interest questionnaires, observation sheets, and documentation. Data were analyzed using descriptive quantitative and qualitative approaches. The results showed that students’ connotative meaning analysis skills improved from 71.74 in the pre-cycle stage to 77.74 in Cycle I and 83.37 in Cycle II, with learning mastery increasing from 51.85% to 92.59%. Students’ reading interest also improved from 40.74 to 51.63. The findings indicate that Project-Based Learning assisted by Digital Interactive Flipbook supports literacy learning and students’ interpretative reading skills.]]>
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