<![CDATA[Beginning reading difficulties are one of the most common challenges experienced by students in the early grades of elementary school. Inadequate reading skills can affect students' learning processes across other subjects. This study aimed to examine the implementation of the Syllable Card Learning Media (KARSUKA) through the scaffolding method to address beginning reading difficulties among first-grade students at Bahrul Ulum Elementary School, Surabaya. The participants consisted of 29 first-grade students. The study was conducted over three instructional meetings. Data were collected through observations, interviews, and tests. This research employed a quantitative approach by comparing students' pretest and posttest scores. The findings indicated that the implementation of the KARSUKA learning media improved students' beginning reading skills. This improvement was reflected in the higher average posttest scores compared to the pretest scores across all reading skill indicators. Based on the N-Gain analysis, the average N-Gain score was 0.109, which falls into the low category. Nevertheless, the average reading achievement increased from 64.76 (89.96%) on the pretest to 69.03 (98.16%) on the posttest. These findings indicate that the KARSUKA learning media was effective in improving students' beginning reading skills following the learning process.]]>
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