The KWB Program: Enhancing Reading Interest and Comprehension to Support Sustainable Development in Early Childhood

Abstract

Reading has essential to support sustainable development through increasing the quality of education. This study explores the effectiveness of the
modified KWB (Kurikulum Wajib Baca) Program in enhancing reading interest and reading comprehension among early childhood learners. The program
integrates 15-minute daily reading sessions using boardbooks, tailored to the developmental needs of children aged 4–5 years. Conducted as classroom action
research over three cycles, the study involved 25 participants and utilized systematic observations and assessments to evaluate two variables: reading interest and
comprehension. The findings reveal consistent improvements across all measured indicators. Reading interest increased significantly, with Interest in Books rising
from 58% in pretest to 83% in Cycle 3, and Response to Reading Activities improving from 39% to 81%. Reading comprehension also showed marked progress,
with the ability answer question about story increasing from 39% in pretest to 81% in Cycle 3, and to Retell Stories increasing from 37 in pretest to 77 in Cycle 3.
The program effectively reduced the proportion of students in lower achievement categories while increasing those in higher categories. This study highlights the
value of structured reading interventions in fostering reading interest and reading comprehension among young learners. By addressing socio-economic barriers
and providing engaging reading materials, the program serves as a practical model for enhancing reading interest and reading comprehension in early childhood
education.