<![CDATA[This research was driven by the low early reading competence observed among students, evident from their struggles in grasping the content of texts, responding to text-based questions, and following written instructions accurately. Compounding this issue, weak reading motivation combined with the typical traits of lower-grade elementary learners who easily lose focus when instruction becomes repetitivefurther hindered the development of reading skills. This study sought to describe how the Game Based Learning (GBL) model could enhance early reading competence among second-grade students at SDN 16 Nan Balimo, Solok City. A Classroom Action Research (CAR) design combining qualitative and quantitative approaches was applied, carried out across two cycles that each included planning, action, observation, and reflection phases. Data were gathered through observation, testing, and non-test instruments, involving the homeroom teacher as observer, the researcher as practitioner, and 26 second-grade students as subjects. Results revealed measurable gains across all indicators: the teaching module evaluation rose from 87.49% to 96.42%, the execution of learning activities covering both teacher and student performance increased from 85.71% to 96.42%, and students' early reading proficiency improved from 75.90% to 82.00%. These findings confirm that applying the Game Based Learning model effectively strengthens early reading skills among second-grade students at SDN 16 Nan Balimo, Solok City.]]>
