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Abstract

Early literacy and socio-emotional development are foundational competencies that influence students’ readiness for future learning. This study aimed to analyze the effectiveness of the Problem Based Learning (PBL) model assisted by letter card media in improving early reading literacy and socio-emotional skills among first-grade primary school students. This research employed a quasi-experimental design using a Nonequivalent Control Group Design. The sample consisted of 40 students divided into an experimental class and a control class, each comprising 20 students. The experimental class received learning through PBL supported by letter card media, while the control class received conventional instruction. Data on early reading literacy were collected through written tests, and socio-emotional development was assessed through structured observation. Data were analyzed using normality tests, homogeneity tests, and Independent Sample t-Test. The results showed a significant increase in literacy scores in the experimental class, with mean scores rising from 59.75 to 83.50, while the control class showed only a slight increase from 73.25 to 74.25. Socio-emotional scores also improved more substantially in the experimental class. Statistical testing indicated a significant difference between the two groups (Sig = 0.003). These findings demonstrate that PBL assisted by letter card media is effective in enhancing both early literacy and socio-emotional development.

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