Literacy rates in Indonesia remain a major challenge, as illustrated by the 2019 national literacy ranking data, which shows that no province falls into the high literacy activity category. A total of 71% of provinces were classified as low, 26% as moderate, and 3% as very low. The Darussalam Gontor Islamic Boarding School views strengthening the culture of literacy as an important step in overcoming low reading interest and limited text comprehension among new students who are still adapting to the language. Through the “Maktabah Usbu'iy” program, literacy improvement is carried out in a structured and sustainable manner.
This study has three main objectives. First, to determine and understand how the implementation of the “Maktabah Usbu'iy” Program contributes to improving the literacy of students at the Darussalam Gontor Islamic Boarding School, Ponorogo, East Java. Second, to determine and understand the results of the program's implementation. Third, to identify and understand the various obstacles faced by students in participating in and implementing the program. The method used in this study is a descriptive qualitative approach with data collection techniques through in-depth interviews, direct observation, and documentation. Informants in this study consist of program managers, supervising teachers, and students who actively participate in literacy activities under the “Maktabah Usbu'iy” program.
The results of the study show that the “Maktabah Usbu'iy” program has effectively created an active and sustainable literacy ecosystem in the pesantren environment. This program includes regular reading activities, synopsis writing, book discussions, the selection of Literacy Ambassadors, and Santri Literacy Week. This program also develops reading, writing, numeracy, science, social, and digital literacy. The results are evident in increased reading interest, expanded knowledge, developed critical thinking and writing skills, and growing motivation and enthusiasm for achievement in literacy. Santri have become more active, confident, and consistently involved in literacy activities. However, santri involvement in literacy activities outside the pesantren is still relatively low, due to limited access to information and lack of motivation. Further research is expected to explore santri involvement in external literacy activities in greater depth. In addition, collaboration between Islamic boarding schools and other literacy institutions can also be studied as an effort to expand the reach of literacy culture development outside the pesantren environment.

Keywords: Islamic Boarding School, Santri Literacy, Maktabah Usbu'iy