<![CDATA[Reading comprehension ability is a crucial fundamental skill for elementary school students, especially in the lower grades. However, the reality on the ground shows that many second-grade students are able to read technically but fail to comprehend the reading content properly. This study aims to analyze the use of visual media on the reading comprehension abilities of second-grade students at SDN 1 Selengen, examine its impacts, and identify the supporting and inhibiting factors in its implementation. This study employs a qualitative approach with a descriptive research design. The research subjects included 20 second-grade students, the class teacher, and the school principal of SDN 1 Selengen. Data collection techniques were conducted through participatory observation, in-depth interviews, and documentation studies. The collected data were analyzed using the Miles and Huberman interactive model, which includes data condensation, data display, and conclusion drawing. The validity of the data was verified using source triangulation, technique triangulation, and member checking. The results showed that the use of visual media in reading learning was carried out through systematic stages starting from preparation, integrated presentation with texts, to learning evaluation. The use of visual media was proven to have a significant positive impact on students' reading comprehension abilities, including an improved ability to deeply understand reading content, find main ideas, retell the text, and stimulate an increase in students' interest, motivation, and active participation in class. Supporting factors for this implementation include teacher creativity, high student enthusiasm, adequate availability of facilities, a conducive learning environment, and principal support. Meanwhile, inhibiting factors include time constraints, a limited collection of visual media, and the heterogeneity of students' individual abilities.]]>
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