<![CDATA[The low reading comprehension skills of fifth-grade students at Madrasah Ibtidaiyah (MI) As-Suniyyah II are influenced by a reliance on text-based materials, a lack of visual and audio media, and a lack of variety in teaching methods. This study aims to analyze needs and formulate a development plan for multimodal teaching materials that align with student characteristics and teacher requirements for Indonesian language instruction at the school. A qualitative approach with an exploratory design was employed. Data were gathered through semi-structured interviews, classroom observations, and document analysis, and subsequently analyzed using the Miles, Huberman, and Saldaña interactive model, incorporating source triangulation. The findings indicate that students' initial reading comprehension skills fall within the low-to-moderate range. Inhibiting factors include the prevalence of lengthy texts, a scarcity of visual and audio media, teacher-centered instruction, and low student participation. The study’s novelty lies in the formulation of a development model for multimodal teaching materials—based on cognitive alignment, integrated representations, contextual relevance, and ease of use for teachers—serving as a foundation for creating reading instruction that is engaging, meaningful, and adaptable to practical needs.]]>
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