The study aimed to enhance early childhood Quran reading skills through Hijaiyah
flashcards. The issue identified within the B5 group (second-year students) at TKIT
(Integrated Islamic Kindergarten) Bina Insan Mulia Comal, Pemalang Regency, was that
children were unable to recognize Hijaiyah letters, differentiate between Hijaiyah letters,
correctly pronounce Hijaiyah letters, read connected Hijaiyah letters, and match separated
Hijaiyah letters with connected ones. This research employed a classroom action research
design, with 13 research subjects from the children of the B5 group at TKIT Bina Insan
Mulia Comal, Pemalang Regency, comprising five boys and eight girls. The study
consisted of two cycles, and percentage values were used to analyze the data. The results
obtained from Cycle 1 indicated that, on average, children's assessments showed six
children (46%) beginning to develop, five children (38%) developing as expected, and two
children (15%) performing very well. In Cycle 2, the average assessment showed one child
(8%) beginning to develop, ten children (77%) developing as expected, and two children
(15%) performing very well. In conclusion, implementing Quran reading skills
enhancement through Hijaiyah flashcards has proven effective in imp roving Quran reading
abilities among children in the B5 group at TKIT Bina Insan Mulia.