Improving Early Reading Learning Outcomes Using the Magic Box Technique at Pembina State Kindergarten, Ngadirojo District, Wonogiri Regency

Abstract

The purpose of this study is to improve the learning outcomes of early reading through the Magic Box playing technique in Group A students of Pembina State Kindergarten, Ngadirojo District, Wonogiri Regency, Academic Year 2025/2026. This study is a Classroom Action Research (CAR) which was carried out in two cycles, with the research subjects of Group A students totaling 21 children. Data collection techniques used observation, documentation, and assessment of children's learning outcomes. Data analysis was carried out descriptively quantitatively. The results of the study show that the application of the Magic Box playing technique can improve the learning outcomes of early reading in children. This can be seen from the increase in the percentage of children's learning completeness in each cycle. In the initial conditions, children's early reading abilities were still low, reaching an average value of 30%, then increased in cycle I experiencing a better increase, namely an average value of 74.3% in cycle II until reaching the criteria for completeness set at an average value of 92%. This technique is able to create a pleasant learning atmosphere, increase children's involvement in learning activities, and help children more easily recognize letters and simple words so that learning outcomes are satisfactory.