CREATIVE AND INNOVATIVE TEACHING IN THE DIGITAL ERA TO ENHANCE READING SKILLS AMONG ASNAF PRIMARY SCHOOL STUDENTS

The issue of reading skills deficiency among asnaf students continues to be a national concern, particularly as access to reading materials, educational technology, and home learning support remains unequal. In the context of digital-era education, teachers play a vital role in exploring creative and innovative teaching approaches to address this achievement gap. This study aims to explore teachers’ instructional practices in integrating digital applications to enhance the reading skills of asnaf primary school students. Data were collected through the analysis of structured observation forms involving five teachers from five primary schools who were directly involved in teaching reading skills to asnaf students. The findings show that teachers effectively applied digital resources such as interactive videos, syllable-based applications, educational games, and visual reading modules tailored to students’ proficiency levels. These strategies not only increased students’ interest and motivation but also strengthened their understanding of reading content. However, several challenges were also identified, including limitations in infrastructure, unequal access to digital devices, and inconsistent parental support. The study suggests that efforts to strengthen the reading skills of asnaf students should be implemented holistically through continuous professional development for teachers, community engagement, and improvements to schools’ digital infrastructure.