Vulnerability Reading and the Importance of AKM Class: Early Intervention Efforts for Literacy Sustainable

Abstract

Reading vulnerability remains a latent issue in primary school learning. This phenomenon not only hinders students’ comprehension of learning materials but also contributes to disparities in literacy assessment outcomes at both classroom and national levels. Based on the 2024 Education Report (Rapor Pendidikan) and teacher identification in the Dwarawati Cluster, 7.06% of upper-grade students were identified as reading-vulnerable. This study aims to describe the condition of reading vulnerability and evaluate the implementation of voiceassisted Minimum Competency Assessment (AKM Kelas) as an adaptive formative assessment solution. A descriptive qualitative approach was employed, with data collected through documentation, observation, and informal interviews. The assessment product was developed in a digital format (Google Form) equipped with audio (reading aloud) features to provide access for students with reading difficulties. The findings indicate that this assessment model enhances students’ reading comprehension, strengthens learning engagement, and serves as an effective early identification tool. Teachers also demonstrated pedagogical reflection and improved competence in designing contextual and inclusive assessment instruments. The novelty of this study lies in the integration of auditory stimuli into classroombased AKM designed and tested by teachers, bridging literacy needs within real classroom settings. The study concludes that voice-assisted AKM Kelas can serve as an inclusive, practical, and scalable model of formative assessment to support basic literacy reinforcement programs.