<![CDATA[Letter recognition is a fundamental competency in early childhood literacy development; however, monotonous instructional approaches frequently trigger disengagement and impede children's comprehension of letter forms and sounds. This study aims to describe the implementation of letter block and smart wheel media in letter recognition learning among Group B children at TK Dharma Wanita 02 Tamansari. A descriptive qualitative method was employed, involving 15 children aged 5–6 years and one classroom teacher as a supporting informant. Data were collected through participatory observation, semi-structured interviews, and documentation, subsequently analyzed using the Miles, Huberman, and Saldaña model encompassing data reduction, data display, and conclusion drawing, and validated through technique triangulation, source triangulation, and member checking. Findings reveal that letter blocks effectively assisted children in recognizing letter forms through visual and motor stimulation, while the smart wheel supported phonemic awareness through auditory and verbal activities. A total of 12 out of 15 children demonstrated high enthusiasm, and 11 out of 15 were actively engaged throughout the learning sessions, accompanied by improvements in naming letters, distinguishing letter symbols, and associating letters with simple vocabulary. The combination of both media also contributed to the development of language skills, motor coordination, social competencies, and children's self-confidence. Nevertheless, the limited number of subjects and research duration warrant consideration for future studies, which are recommended to involve larger samples and extended intervention periods. ABSTRAK Pengenalan huruf merupakan kompetensi fundamental dalam perkembangan literasi anak usia dini, namun pendekatan pembelajaran yang monoton kerap memicu kejenuhan serta hambatan dalam memahami bentuk dan bunyi huruf. Penelitian ini bertujuan mendeskripsikan implementasi media balok huruf dan roda pintar dalam pembelajaran pengenalan huruf pada anak kelompok B di TK Dharma Wanita 02 Tamansari. Metode yang digunakan adalah deskriptif kualitatif dengan melibatkan 15 anak berusia 5–6 tahun dan satu guru kelas sebagai informan pendukung. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña mencakup reduksi data, penyajian data, dan penarikan kesimpulan, serta divalidasi melalui triangulasi teknik, triangulasi sumber, dan member checking. Temuan menunjukkan bahwa balok huruf efektif membantu anak mengenali bentuk huruf melalui stimulasi visual dan motorik, sementara roda pintar mendukung penguasaan bunyi huruf melalui aktivitas auditif dan verbal. Sebanyak 12 dari 15 anak memperlihatkan antusiasme tinggi, dan 11 dari 15 anak terlibat aktif selama pembelajaran, disertai peningkatan kemampuan menyebutkan nama huruf, membedakan simbol, serta mengaitkan huruf dengan kosakata sederhana. Kombinasi kedua media turut berkontribusi terhadap perkembangan bahasa, koordinasi motorik, keterampilan sosial, dan kepercayaan diri anak. Meskipun demikian, keterbatasan jumlah subjek dan durasi penelitian menjadi pertimbangan bagi studi lanjutan yang disarankan melibatkan sampel lebih besar dan periode intervensi lebih panjang.]]>
