Upaya Penggunaan Media Pembelajaran Interaktif untuk Mengatasi Kesulitan Membaca Siswa di SD Muhammadiyah Gilipanda Kota Bima

Early reading difficulties remain a challenge in elementary education because they can hinder students’ participation in the learning process. This study aimed to identify the forms and factors associated with students’ reading difficulties and to describe teachers’ efforts to address them through digital interactive learning media. A descriptive qualitative approach was employed at SD Muhammadiyah Gilipanda, Bima City, Indonesia, from August to September 2026. The participants consisted of one first-grade teacher, six Grade I-A students purposively selected based on the results of an initial diagnostic assessment, and three parents or guardians. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using Miles and Huberman’s interactive model. Data trustworthiness was examined through source and method triangulation. The findings revealed that students experienced difficulties distinguishing letter shapes, associating letters with their corresponding sounds, decoding fluently, and combining letters to form words. Factors associated with these difficulties included challenges in letter recognition, low self-confidence, limited attention, a lack of instructional variety, and inconsistent reading support at home. The teacher implemented interactive PowerPoint presentations and Wordwall activities incorporating text, images, animations, letter-pronunciation audio, educational games, and immediate feedback. During implementation, students demonstrated interest and engagement in reading activities, while teacher observations indicated progress in letter recognition and the decoding of simple words among some students. These findings suggest that interactive learning media may support more engaging and participatory early reading instruction. However, individual students’ reading development requires continued monitoring.