The Effect Of The 15-Minute Literacy Movement on Akm Scores: The Moderating Role of Reading Comprehension Among Elementary School Students

Abstract

This study examined the effect of the 15-Minute Literacy Movement on students Minimum Competency Assessment (AKM) scores and investigated the moderating role of reading comprehension among elementary school students. A quantitative correlational design was employed involving 154 fifth-grade students from public elementary schools in the Northern Cluster of Kedungbanteng District, Indonesia. Data were collected through a literacy movement questionnaire, a reading comprehension test, and documented AKM literacy scores. The data were analyzed using descriptive statistics, simple linear regression, and Moderated Regression Analysis (MRA). The findings revealed that the 15-Minute Literacy Movement had a significant positive effect on AKM scores (β = 0.421, p < .001), indicating that consistent literacy activities contributed to improved literacy achievement. Reading comprehension also showed a significant positive influence on AKM performance (β = 0.537, p < .001). Furthermore, the interaction effect between the 15-Minute Literacy Movement and reading comprehension was statistically significant (β = 0.218, p = .003), demonstrating that reading comprehension moderated the relationship between literacy activities and AKM scores. Students with higher levels of reading comprehension benefited more from participation in the literacy movement than those with lower comprehension levels. The model explained 62.4% of the variance in AKM scores (R² = .624). These findings suggest that literacy programs are more effective when accompanied by strong reading comprehension skills, highlighting the importance of integrating comprehension-oriented instructional strategies into school literacy initiatives