<![CDATA[The background of this research stems from the issue of low literacy levels among children in Indonesia, as well as the limited availability of interactive learning media that suit the characteristics of early childhood. By integrating visuals, audio, and animation into flashcard media, children are expected to more easily recognize letters, understand word structures, and increase learning motivation through enjoyable and meaningful experiences. This study aims to examine the effectiveness of multimedia-based flashcards with a logographic syllable approach in improving early literacy skills in young children. The research method employed was a quasi-experimental design with a pretest–posttest control group. The research subjects consisted of 30 kindergarten students, divided into two groups. Data were collected through pretest and posttest observations, then analyzed using normality tests, homogeneity tests, and t-tests with the help of SPSS 22. The results showed a significant difference between the experimental and control groups. The average posttest score of the experimental group (83.47) was much higher than that of the control group (46.60). These findings demonstrate that multimedia-based flashcards with a logographic syllable approach are effective in improving early literacy skills in young children and in supporting enjoyable learning. The implications of this study indicate that multimedia-based flashcards with a logographic syllable approach can serve as an innovative alternative for early childhood teachers in interactive literacy learning.]]>
