<![CDATA[Beginning reading instruction in 1st grade elementary school often faces challenges related to adaptation levels, low reading interest, and students' difficulties in distinguishing similar letter shapes and assembling syllables. This study aims to evaluate the use of picture-word card media in improving beginning reading skills among 1st grade students at SD Negeri 42 Banda Aceh. This study utilized a qualitative case study approach with the CIPP evaluation framework (Context, Input, Process, Product). The subjects of the study consisted of 34 1st grade students and the 1st grade classroom teacher, with data collected through observation, interviews, and documentation analyzed qualitatively using data triangulation. The CIPP evaluation results show: (1) Context: prior to the intervention, students experienced difficulties in understanding similar letters, combining words, and low reading interest; (2) Input: picture-word card media was independently prepared by the teacher with attractive visual designs and integrated into the lesson plan; (3) Process: learning was interactive through group division based on reading ability as well as special guidance (scaffolding); and (4) Product: the use of this media proved effective in enhancing beginning reading skills, where 22 students (64.70%) achieved the very high category, 10 students (29.41%) high category, 2 students (5.88%) low category, and reading comprehension levels reached 97.06%. It is concluded that the use of picture-word card media is highly effective in improving beginning reading skills.]]>
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