Improving Hijaiyah Letter Recognition Through Letter Card Media Among Group B Children At TK Negeri Pembina Poli-Polia, East Kolaka
DOI:
https://doi.org/10.64690/e-mas.v2i2.957Keywords:
Early Childhood, Hijaiyah Letters, Letter Cards, Letter-Train Activity, Classroom Action ResearchAbstract
Background: Recognizing Hijaiyah letters is an important foundation for early Islamic literacy. However, young children may experience difficulties identifying and distinguishing these letters, highlighting the need for engaging and developmentally appropriate learning media. Objective: This study aimed to improve Hijaiyah letter recognition through letter-card games integrated into a letter-train activity among Group B children at TKN Pembina Poli-Polia during the 2023–2024 academic year. Method: This study employed Classroom Action Research (CAR) involving 15 children and conducted in two cycles. Each cycle consisted of planning, action, observation, evaluation, and reflection. Data were collected through observations of teacher performance, children's learning activities, assessments of Hijaiyah letter recognition, and documentation. Data were analyzed using qualitative and quantitative descriptive approaches, with percentages used to measure developmental achievement. Results: The percentage of children achieving the Developing as Expected (BSH) or Very Well Developed (BSB) categories increased from 33.33% at the pre-cycle stage to 53.33% in the second meeting of Cycle I and 80% in the second meeting of Cycle II. Teacher performance improved from 54.5% to 90.9%, while children's learning activity increased from 54.5% to approximately 90.9%. Novelty: This study provides practical evidence of the use of letter-card games integrated into a letter-train activity to improve Hijaiyah letter recognition through interactive, repetitive, and enjoyable learning experiences in an early childhood classroom. Conclusion: Letter-card games integrated into a letter-train activity improved Hijaiyah letter recognition among Group B children. This approach can serve as an alternative learning strategy for early childhood teachers seeking to create active, engaging, and enjoyable learning experiences that support early Hijaiyah literacy.
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Copyright (c) 2026 Fitriani Fitriani, Itsnain Alfajri Husain, Sri Jumiaty Permatasari, Aris Suziman (Author)
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