Multimedia-Based E-Flashcards for Letter Recognition in Early Primary Education

Putri Nabila Selvira; Rafidhah Hanum

doi:10.69548/jigm.v5i1.93

Authors

Putri Nabila Selvira ⁽¹⁾ ★ , Rafidhah Hanum ⁽¹⁾

⁽¹⁾ Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia

★ Corresponding author: 220209122@student.ar-raniry.ac.id

Abstract

Letter recognition constitutes a fundamental component of early literacy development and plays a critical role in supporting beginning reading and writing skills in primary education. Difficulties in distinguishing letter forms, particularly visually similar letters, may hinder students’ early reading progress and classroom participation. This study aimed to develop a multimedia-based e-flashcard learning medium and to examine its feasibility and effectiveness in supporting letter recognition among Grade 1 students. The study employed a research and development approach using the ADDIE model, followed by classroom implementation through a one-group pretest and posttest design involving 25 students. The developed e-flashcards integrated letter forms, supporting images, example words, and audio elements designed to reinforce visual recognition and letter–sound associations. Feasibility evaluation through expert validation demonstrated that the product met validity standards across media, content, and language domains. The effectiveness findings indicated a marked improvement in students’ letter recognition performance, reflected in the increase from pretest to posttest scores. Statistical analysis using a paired-samples t-test indicated a statistically significant difference between pretest and posttest results. These findings indicate that multimedia-based e-flashcards can function as a supportive instructional medium for strengthening letter recognition, particularly in addressing difficulties related to visually similar letters in early primary classrooms.

Downloads

Download data is not yet available.

ARTICLE METRICS

👁️ Abstract views: 0

📄 PDF downloads: 0

Metrics via Dimensions & PlumX

References

Ali, M. (2020). Pembelajaran Bahasa Indonesia dan Sastra (BASASTRA) di Sekolah Dasar. PERNIK : Jurnal Pendidikan Anak Usia Dini, 3(1), 35–44. https://doi.org/10.31851/pernik.v3i2.4839

Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001

Ducrot, S., & Grainger, J. (2025). The development of letter representations in preschool children is affected by visuomotor integration skills and visual field asymmetries. Journal of Experimental Child Psychology, 257, 106277. https://doi.org/10.1016/j.jecp.2025.106277

Evans, M. A., Bell, M., Shaw, D., Moretti, S., & Page, J. (2006). Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x

Fuadah, N. R., & Ruhaena, L. (2024). Aktivitas Menyenangkan untuk Stimulasi Membaca Permulaan. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 8(2), 353–366. https://doi.org/10.31004/obsesi.v8i2.5380

Gultom, F. Y., & Mudiono, A. (2024). Penggunaan Flashcard untuk Meningkatkan Keterampilan Literasi pada Siswa Kelas 1 Sekolah Dasar. JoLLA Journal of Language Literature and Arts, 4(3), 288–294. https://doi.org/10.17977/um064v4i32024p288-294

Mayer, R. (2020). Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/9781316941355

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139. https://doi.org/10.1016/S0959-4752(02)00016-6

Moreno, R., & Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2

Nation, K., & Hulme, C. (2011). Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition. Developmental Science, 14(4), 649–659. https://doi.org/10.1111/j.1467-7687.2010.01008.x

Noel Foulin, J. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2

Nur Azmi Alwi, & Desi Aulia. (2023). Digital Flash Card Media for Early Reading Learning in Elementary Schools. Jurnal Ilmiah Sekolah Dasar, 7(1), 8–17. https://doi.org/10.23887/jisd.v7i1.56995

Piasta, S. B., & Wagner, R. K. (2010). Developing Early Literacy Skills: A Meta‐Analysis of Alphabet Learning and Instruction. Reading Research Quarterly, 45(1), 8–38. https://doi.org/10.1598/RRQ.45.1.2

Rofiatun, I., & Airlanda, G. S. (2024). Pengembangan Flashcard Untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas I Sekolah Dasar. Jurnal Educatio FKIP UNMA, 10(2), 503–510. https://doi.org/10.31949/educatio.v10i2.8333

Safitri, F., Ali, F. N., & Latipah, E. (2022). Ketidakmampuan Membaca (Disleksia) dan Dampaknya Terhadap Perkembangan Anak. WASIS : Jurnal Ilmiah Pendidikan, 3(1), 37–44. https://doi.org/10.24176/wasis.v3i1.7713

Saneyoshi, A., & Inada, N. (2025). Developmental relationships between visual cognitive skills and hiragana reading in Japanese children aged 4–8 years: insights from mirror letter reading task. Acta Psychologica, 260, 105646. https://doi.org/10.1016/j.actpsy.2025.105646

Saputri, L., & Mardiati, M. (2025). Desain Penelitian Quasi Eksperimen Dalam Penelitian Pendidikan: Kajian Pustaka. Jurnal Serunai Matematika, 17(2), 78–79. https://ejournal.stkipbudidaya.ac.id/index.php/jf/article/view/1771

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006

Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2

Sweller, J. (2011). Cognitive Load Theory. In Psychology of Learning and Motivation (Vol. 55, pp. 37–76). https://doi.org/10.1016/B978-0-12-387691-1.00002-8

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989

Treiman, R. (2000). The Foundations of Literacy. Current Directions in Psychological Science, 9(3), 89–92. https://doi.org/10.1111/1467-8721.00067

Triastuti, A., Arafat, Y., & Murjainah. (2024). Pengaruh Penggunaan Media Papan Sumber Daya Alam Terhadap Minat Belajar Siswa Pada Pembelajaran IPAS Kelas IV SD. Jurnal Pendidikan Dasar Dan Keguruan, 9(02), 44–50. https://doi.org/10.47435/jpdk.v9i02.3180

Valcárcel Jiménez, M., Yumus, M., Schiele, T., Mues, A., & Niklas, F. (2024). Preschool emergent literacy skills as predictors of reading and spelling in Grade 2 and the role of migration background in Germany. Journal of Experimental Child Psychology, 244, 105927. https://doi.org/10.1016/j.jecp.2024.105927

Zakiyyah, E. F., Mulyani, S., & Fajrussalam, H. (2023). Pengaruh Metode Reading Aloud Berbantuan Flashcard Terhadap Keterampilan Membaca Permulaan Siswa Kelas I Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, 8(1), 210–218. https://doi.org/10.23969/jp.v8i1.7073

Load full references ↓