<![CDATA[This study aims to map the phonological awareness profile of first-grade students as a basis for planning early reading instruction at SDN 1 Sidorahayu. A quantitative descriptive design was employed involving 28 students in the 2025/2026 academic year selected through total sampling. Data were collected using a phonological awareness test based on Gillon’s model, covering rhyme, alliteration, syllables, onset–rime, phoneme isolation, phoneme blending, phoneme segmenting, and phoneme manipulation. The 25-item instrument used a 0–3 scoring scale, and data were analyzed using descriptive statistics, including means, standard deviations, frequencies, percentages, and component-level scores. Results showed a moderate phonological awareness level (M = 1.72, SD = 0.83). Fourteen students (50.0%) were categorized as high, six (21.4%) as moderate, and eight (28.6%) as low. Syllable awareness was the strongest component (M = 3.00), whereas phoneme blending and manipulation were the weakest (M = 1.25). These findings support early screening and differentiated phonemic instruction to strengthen early reading readiness.]]>
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