Penelitian ini bertujuan untuk (1) mendeskripsikan pengintegrasian program Literasi Pagi dalam pembelajaran bahasa Indonesia, (2) mendeskripsikan fungsi program Literasi Pagi bagi peserta didik SMK N 1 Sukoharjo, dan (3) mendeskripsikan peningkatan kemampuan menulis teks cerpen peserta didik melalui pengintegrasian tersebut. Penelitian ini merupakan penelitian deskriptif kualitatif dengan pendekatan studi kasus. Sumber data penelitian ini meliputi pelaksanaan program Literasi Pagi, informan (Wakil Kepala Sekolah bidang Kurikulum selaku ketua dan penanggung jawab, dan Guru Bahasa Indonesia kelas X Akuntansi & Keuangan Lembaga), dokumen (sumber bahan bacaan program Literasi Pagi, modul ajar mata pelajaran bahasa indonesia, dan tes tertulis teks cerpen). Teknik pengambilan sampel dilakukan dengan purposive sampling. Pengumpulan data dilakukan dengan teknik observasi berpartisipasi pasif, wawancara mendalam, analisis dokumen, dan tes tertulis. Teknik uji validitas yang digunakan adalah triangulasi metode dan triangulasi sumber data. Analisis data dengan menggunakan teknik analisis interaktif atau mengalir. Hasil penelitian sebagai berikut. Pertama, Pembelajaran bahasa Indonesia terbukti terintegrasi dengan program Literasi Pagi dan telah dilaksanakan dengan baik, wujud pengintegrasiannya dibuktikan dalam kurikulum merdeka belajar melalui empat(4) fokus poin elemen capaian pembelajaran, yakni (1) Menyimak, (2) Membaca dan Memirsa, (3) Berbicara dan Mempresentasikan, dan (4) Menulis. Selanjutnya, pengintegrasian juga ditemukan dalam modul ajar pembelajaran bahasa Indonesia, di antaranya pada poin subbab Stimulus, Identifikasi Masalah, Pengumpulan dan Pengolahan data, pembuktian, menarik kesimpulan dalam bab Kegiatan Inti dan pada bab Lembar Kegiatan. Kedua, Literasi Pagi terbukti berfungsi serta dapat meningkatkan poin-poin yang terdapat pada Permendikbud Nomor 21 juncto Nomor 23 Tahun 2015 tentang Penumbuhan Budi Pekerti, di antaranya poin internalisasi sikap moral dan spritual, semangat kebangsaan, semangat belajar, dan interaksi sosial. Sumber bacaan yang digunakan peserta didik juga mampu menujang fungsi yang ingin dicapai. Ketiga, Pengintegrasian program Literasi Pagi dengan pembelajaran bahasa Indonesia terbukti dapat meningkatkan kemampuan menulis teks cerpen peserta didik X AKL yang menjadi sampel. tes awal seluruh sampel peserta didik hanya mendapatkan total nilai 302, selanjutnya setelah melaksanakan tes yang kedua, seluruh sampel peserta didik tersebut berhasil memiliki total nilai 571,9 dengan rerata presentase peningkatan sebanyak 89,66%. 

This study aims to (1) describe the function of the Morning Literacy program for students at SMK N 1 Sukoharjo, (2) describe the implementation of the Morning Literacy program integration in Indonesian language learning, and (3) describe the improvement in students' ability to write short story texts through this integration. This research is qualitative descriptive research with a case study approach. Sources of data for this study included the implementation of the Morning Literacy program, informants (Deputy Head of School for Curriculum as chairperson and person in charge, and Indonesian Language Teacher class X Financial Accounting & Institutions), documents (source of reading material for the Morning Literacy program, teaching modules for Indonesian language subjects, and short story text written tests). The sampling technique was carried out by purposive sampling and for data collection, the researcher used passive participant observation techniques, in-depth interviews, document analysis, and written tests. The validity test technique used was data triangulation and methodological triangulation. Data analysis using interactive or flow analysis techniques. The results of the study are as follows. First, Indonesian language learning is proven to be integrated with the Morning Literacy program and has been well implemented, the form of integration is proven in the independent learning curriculum through four (4) focus points for learning achievement elements, namely (1) Listening, (2) Reading and Watching, (3) Speaking and Presenting, and (4) Writing. Furthermore, integration is also found in teaching modules for learning Indonesian, including in the Stimulus, Problem Identification, Data Collection and Processing, Proofing, Drawing conclusions in the chapters of Main Activities and Activity Sheets. Second, Morning Literacy is proven to function and can improve the points within Regulation of The Minister of Education and Culture Number 21 juncto Number 23 of 2015 concerning the Moral Character Growth, including points of internalizing moral and spiritual attitudes, nationality spirit, enthusiasm for learning, and social interaction. The reading sources used by students are also able to support the functions to be achieved. Third, the integration of the Morning Literacy program with Indonesian language learning is proven to improve the ability to write short stories of X AKL students as samples. the initial test for all sample students only got a total score of 302, then after carrying out the second test, all sample students managed to have a total score of 571.9 with an average percentage increase of 89.66%.