<![CDATA[in Indonesia remains a persistent structural issue, as evidenced by the 2022 and 2023 Programme for International Student Assessment (PISA) results, which place Indonesian students' numeracy scores well below the average of OECD member countries (OECD, 2023; Iasha et al., 2025). This study aims to analyze the implementation of the BATUBER (Reward-Based Reading and Writing) instrument as a positive reinforcement-based instructional strategy to improve the numeracy literacy skills of fifth-grade students at SDN Kopang. BATUBER integrates structured reading and writing activities with a reward system designed to enhance students' learning motivation. The instrument is grounded in the principles of behavioral reinforcement and Self-Determination Theory, which emphasizes the importance of competence, autonomy, and relatedness in fostering high-quality learning motivation (Deci & Ryan, as cited in Wahyuni et al., 2025). This study employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, conducted through several cycles consisting of planning, action, observation, and reflection (Kemmis & McTaggart, as cited in Paud FIP UNESA, 2023). The participants were fifth-grade students of SDN Kopang. Data were collected through numeracy tests, classroom observations, learning motivation questionnaires, and documentation of students' reading and writing work. This article specifically discusses the concept and objectives of shared reading activities, the teacher's role as a facilitator, implementation strategies for the BATUBER instrument, criteria for selecting reading materials, and its impact on students' literacy development. Preliminary findings indicate that a well-designed reward-based approach has the potential to increase students' participation, learning interest, and understanding of numeracy concepts. However, the findings also highlight several critical concerns regarding the long-term sustainability of extrinsic motivation.]]>
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