<![CDATA[Abstrak Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kemampuan membaca permulaan siswa melalui pendampingan pembelajaran berbantuan media flashcard. Latar belakang kegiatan ini didasari oleh belum tuntasnya kemampuan membaca permulaan siswa akibat kurangnya variasi media dan strategi pembelajaran yang menarik. Metode pelaksanaan kegiatan meliputi tahap persiapan, pelaksanaan, serta evaluasi dan refleksi. Tahap persiapan dilakukan melalui observasi awal, penentuan kelompok sasaran, penyusunan media flashcard, serta koordinasi dengan guru kelas. Tahap pelaksanaan dilakukan melalui pendampingan dalam kelompok kecil dengan aktivitas membaca interaktif menggunakan flashcard, di mana siswa dilatih mengenali huruf, menyusun suku kata, dan membaca kata secara utuh dengan bimbingan guru. Selanjutnya, evaluasi dilakukan secara formatif untuk memantau perkembangan kemampuan membaca siswa, disertai refleksi bersama guru untuk menentukan tindak lanjut. Pendampingan ini menerapkan pendekatan konstruktivistik yang menekankan pada keterlibatan aktif siswa dalam membangun pengetahuan melalui pengalaman belajar.Hasil kegiatan menunjukkan bahwa penggunaan media flashcard mampu meningkatkan kemampuan membaca permulaan siswa dengan sangat baik. Siswa menjadi lebih aktif, bersemangat, dan percaya diri dalam mengenali huruf serta membaca kata sederhana. Selain itu, guru memperoleh inspirasi dalam mengembangkan media pembelajaran inovatif, dan sekolah mendapatkan model kegiatan literasi yang dapat diimplementasikan secara berkelanjutan. Dengan demikian, pendampingan membaca berbantuan media flashcard terbukti efektif dalam mendukung penguatan literasi dasar serta sejalan dengan implementasi Kurikulum Merdeka yang menekankan pembelajaran yang bermakna dan menyenangkan. Kata kunci: pendampingan; membaca permulaan; media flashcard; literasi dasar; kurikulum merdeka. Abstract This community service program (PKM) aims to improve students’ early reading skills through guided learning activities using flashcard media. The program is grounded in the observation that many students have not yet achieved adequate early reading proficiency, largely due to the limited use of varied and engaging instructional media and strategies. The implementation of the program consisted of three main stages: preparation, implementation, and evaluation and reflection. During the preparation stage, initial observations were conducted to identify students’ reading abilities, followed by the selection of target groups, the development of flashcard materials, and coordination with the classroom teacher. The implementation stage involved small-group mentoring sessions featuring interactive reading activities using flashcards. In these sessions, students were guided to recognize letters, combine syllables, and read simple words with teacher support. Evaluation was carried out formatively in each session to monitor students’ progress, followed by reflective discussions with the teacher to determine appropriate follow-up actions. This program adopted a constructivist approach, emphasizing students’ active involvement in constructing knowledge through direct learning experiences. The results indicate that the use of flashcard media effectively improved students’ early reading skills. Students became more active, motivated, and confident in recognizing letters and reading simple words. In addition, teachers gained insights into developing more innovative instructional media, while the school benefited from a literacy activity model that can be implemented sustainably. Overall, flashcard-assisted reading mentoring proved to be effective in strengthening foundational literacy skills and is well aligned with the principles of the Merdeka Curriculum, which emphasizes meaningful and enjoyable learning experiences. Keywords: mentoring; early reading; flashcard media; basic literacy; merdeka curriculum.]]>
