<![CDATA[Abstract " This study aims to identify obstacles to the implementation of the School Literacy Movement (GLS) on science literacy in 4th grade elementary school students. The study used a descriptive qualitative approach with a single case study design. Data were collected through interviews with 4th grade teachers, direct observation, and photo documentation of 32 students and the condition of school infrastructure. Data analysis used the Miles, Huberman, and Saldaña model. The results of the study revealed five main problems. First, 15 of the 32 students still read by spelling or halting without the application of read-aloud or guided reading methods. Second, the library collection of books is less than 30 titles, most of them are damaged, and there are no illustrated science books available. Third, there is no classroom reading corner. Fourth, there is no reward program for students who read diligently. Fifth, there have never been visits to the Regional Library or mobile library cars. As a result, students are unable to explain simple scientific phenomena such as the water cycle in their own words. The implementation of GLS in elementary school has not reached the nominal literacy level. Solutions offered include read-aloud and guided reading training, the provision of classroom reading corners, reading reward programs, and optimization of BOS funds for the provision of illustrated science books and work. equally active with regional libraries on an ongoing basis.]]>
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