<![CDATA[General Background: Early childhood education requires engaging, play-based pedagogical strategies to stimulate foundational language development and cognitive potential. Specific Background: Developing phonemic awareness and letter recognition is a critical prerequisite for learners aged five to six years before progressing to fluent text comprehension. Knowledge Gap: Despite the importance of this developmental stage, conventional instructional methods relying on whiteboards often cause boredom and fail to address difficulties in distinguishing similar alphabetical symbols. Aims: This classroom action research investigates the application of a visual and tactile medium to support initial phonetic proficiency at RA Ar Rochmah. Results: Across two collaborative learning cycles involving 18 participants, student mastery progressed from a baseline of 1 percent to 33.34 percent, eventually reaching 77.78 percent as learners successfully identified letters and constructed simple syllables. Novelty: The intervention shifts passive instruction into a hands-on challenge where learners actively manipulate physical cards to match visual objects and corresponding initial sounds. Implications: Integrating such value-based, experiential learning tools provides educators with a highly engaging pedagogical framework to foster foundational literacy within inclusive classroom environments. Highlights: Tactile pedagogical tools successfully convert passive instruction into engaging multisensory learning experiences. Physical alphabet arrangement tasks resolve common student difficulties in distinguishing similar phonemes and alphabetical symbols. Classroom action cycles demonstrate a rapid progression in fundamental phonetic mastery from baseline measurements. Keywords: Foundational Literacy, Phonemic Awareness, Action Research, Visual Learning, Multisensory Pedagogy]]>
Copyrights © 2026
