<![CDATA[Beginning reading is a fundamental literacy skill for lower-grade students, yet teacher-centered instruction may limit opportunities for active learning. This study examined the effect of the Flipped Classroom model on the beginning reading ability of first-grade students at SDN Tlogosari Kulon 04. A quantitative pre-experimental approach with a One-Group Pretest-Posttest Design was employed. The sample consisted of 28 students selected through saturation sampling. Data were collected using a 10-item beginning reading test administered before and after the intervention. Descriptive analysis showed that the mean score increased from 71.43 on the pretest to 85.36 on the posttest. Shapiro-Wilk tests indicated that both pretest and posttest scores were not normally distributed; therefore, the Wilcoxon Signed Ranks Test was used for the principal inferential analysis. The test produced Z = -4.117 with p < .001. Twenty-one students obtained higher posttest scores, no student showed a decrease, and seven students had unchanged scores. These findings demonstrate a statistically significant difference in beginning reading ability before and after the implementation of the Flipped Classroom model. The model can serve as an alternative approach for beginning reading instruction because students receive initial learning materials before class, while classroom time can be focused on reading practice, exercises, questioning, and direct teacher guidance.]]>
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