Analysis of Elementary School Students Reading Logs Through Interactive Media with Differentiated Tiered Content Literacy

Abstract

The 2022 PISA results show that Indonesian students' reading skills are still low. One of the factors influencing this is reading habits, as seen from the availability of reading media, reading intensity, and the ability to reflect on the content of the reading material. The purpose of this study was to analyze the reading logs of second-grade students at State Elementary School 75 in West Pontianak District through the use of interactive media based on websites and Android applications that contain tiered literacy content. Tiered content is compiled based on the BSKAP book grading guidelines, ranging from simple texts to more complex texts according to students' reading abilities. The research method used a descriptive qualitative approach with data collection techniques using observation, documentation, and interviews. Data analysis used content analysis. The results of the study show that the integration of interactive media containing digital flipbooks, interactive quizzes, and reading logs makes it easier for students to navigate readings according to their reading ability levels. However, the frequency of reading among students is still low, with most reading only 1–2 times per month. The reading logs show that students have been able to identify the basic intrinsic elements of a story, while the moral messages written are still predominantly explicit and normative. Nevertheless, a number of students are beginning to show greater depth of reflection. These findings indicate that interactive literacy media with tiered content has the potential to support the process of reflection and the development of students' moral literacy, although its implementation is still influenced by limitations in devices, family support, and reading preferences.