Early literacy development provides an important foundation for children before they begin formal schooling. Initial observations conducted in Group B at TK Dharma Wanita Persatuan 1 Purworejo Ngantang indicated that many children had not yet mastered several early literacy indicators, including letter recognition, letter–sound correspondence, and the ability to form simple syllables. The learning process also relied on limited instructional media, which reduced children's participation and enthusiasm during classroom activities. This study investigated the effectiveness of digital flipbook media in supporting the development of early literacy skills among children aged 5–6 years. A Classroom Action Research design based on the Kemmis and McTaggart model was implemented over two cycles, each consisting of planning, action, observation, and reflection. The participants were 15 children in Group B. Data were obtained through observations, interviews, and documentation, and were analyzed using descriptive qualitative and quantitative approaches. The results demonstrated a consistent improvement in children's early literacy achievement throughout the research. The percentage of learning mastery increased from 20.00% before the intervention to 53.33% after the first cycle and reached 93.33% at the end of the second cycle. Furthermore, the use of digital flipbook media encouraged greater classroom participation, sustained attention, and confidence during learning activities. These findings suggest that digital flipbook media can serve as an effective instructional resource for fostering early literacy development in early childhood education.

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