Exploring the pedagogical role of flashcard media in supporting hijaiyah letter recognition among Islamic kindergarten children
DOI:
https://doi.org/10.25299/althariqah.2026.vol11(2).29471Keywords:
Flashcard media, Hijaiyah letter recognition, early childhood education, pedagogical strategies, classroom interactionAbstract
Previous studies on flashcards for introducing Hijaiyah letters have largely emphasized media development or learning outcomes, while less attention has been given to how teachers use the cards pedagogically and how children respond during classroom activities. This study explores the pedagogical role of flashcard media in introducing Hijaiyah letters to children aged 5–6 years at ABA Nurul Hidayah Kindergarten, Lumbi-Lumbia Village, South Buko District. A descriptive qualitative approach was employed, involving two classroom teachers and 20 children aged 5–6 years. Data were collected through observation, interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaña model of data reduction, data display, and conclusion drawing. The findings show that teachers used the cards through structured and varied activities, including naming letters, guessing games, matching letters with similar shapes, and arranging letters in sequence. Teacher questioning, guidance, and praise supported interaction and participation. Children responded with attention, enthusiasm, active involvement, and sustained focus. The cards also provided visual support for recognizing and distinguishing letters with similar forms. These findings contribute a classroom-based account of flashcards beyond a general claim of effectiveness: their pedagogical value lies in the combination of visual prompts, guided interaction, and playful practice. The study suggests that early Hijaiyah instruction should integrate concrete visual media with purposeful teacher facilitation and repeated opportunities for children to engage.
Downloads
References
Agustin, D. (2025). Efektivitas Penggunaan Kartu Huruf Hijaiyah dalam Meningkatkan Kemampuan Membaca Huruf Hijaiyyah Anak Usia Dini. Aulad: Journal on Early Childhood, 8(1), 62–69. https://doi.org/10.31004/aulad.v8i1.873
Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research, 4, 1–8. https://doi.org/10.1177/2333393617742282
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Gunilla, D. (2020). Putting Scaffolding Into Action : Preschool Teachers ’ Actions Using Interactive Whiteboard. Early Childhood Education Journal, 48(1), 79–92. https://doi.org/10.1007/s10643-019-00971-3
Hajera, D. (2026). Integration of Cultural Values in Character Education for Responsibility in Early Childhood : A Systematic Literature Review. 4(February), 756–767.
Lindqvist, D. (2024). Mapping Children ’ s Actions in the Scaffolding Process Using Interactive Whiteboard. Early Childhood Education Journal, 52(6), 1209–1220. https://doi.org/10.1007/s10643-023-01510-x
Marlina. (2024). Upaya Meningkatkan Membaca Huruf Hijaiyah Melalui Penggunaan Media Flash card Untuk Anak Usia Dini. Jurnal Ilmiah Penelitian Mahasiswa, 2(5), 386–393. https://doi.org/10.61722/jipm.v2i5.1447
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Muawanah, D. (2022). Effectiveness of Flash Card Media To Improve Early Childhood Hijaiyah Letter Recognition. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 3537–3545. https://doi.org/10.31004/obsesi.v6i4.2097
Munafiah, D. (2023). Penggunaan Media Flashcard Huruf Hijaiyah untuk Mengenalkan Huruf Hijaiyyah Anak Usia 5-6 Tahun di PAUDQU Al-Amanah Karawang. Jurnal Paud Agapedia, 7(2), 234–241. https://doi.org/10.17509/jpa.v7i2.63987
Nasih, D. (2023). Media Kartu Berbasis Quick Response Code (QR Code) untuk Pengenalan Bunyi Dasar Huruf Hijaiyah. JoLLA: Journal of Language, Literature, and Arts, 3(8), 1217–1229. https://doi.org/10.17977/um064v3i82023p1217-1229
Nurhafizah, D. (2023). Dampak Metode Pembelajaran Kartu Huruf Hijaiyah Dalam Mengenalkan Huruf Hijaiyah Anak Usia Dini. Jurnal DZURRIYAT Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 47–54. https://doi.org/10.61104/jd.v1i1.23
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y.
Poppyariyana, D. (2022). Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan. Jurnal Pedagogik Dan Dinamika Pendidikan, 10(1), 12–17.
Robiah, D. (2025). Pemahaman Perkembangan Kognitif Anak Sebagai Kunci Pembelajaran yang Efektif. Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 2(10), 260–265.
Samuelsson, D. (2016). Infancia y Aprendizaje Journal for the Study of Education and Development Communication between teacher and child in early child education : Vygotskian theory and educational practice / La comunicación entre profesor y alumno en la educación infantil : la. Infancia y Aprendizaje, 39(2), 221–243. https://doi.org/10.1080/02103702.2015.1133091
Setiawan. (2020). Pemanfaatan Media Audio Visual dan Media Gambar Pada Siswa Kelas V. Jurnal Prakarsa Paedagogia, 3(2), 199.
Sukenti, D., Tambak , S., Fabria, R., Siregar, E. P., & Shomary, S. (2026). Analisis Kebutuhan Model Penilaian Menulis Berbasis STEM untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa. GERAM, 14(2), 317–332. https://doi.org/10.25299/geram.2026.28168
Sukenti, D., & Tambak, S. (2025). Pengembangan Penilaian Menulis Dalam Pembelajaran: Melibatkan Self Control Guru Madrasah Untuk Profesi Masa Depan. Prosiding IKAPROBSI, 1(1), 793-818.
Sukenti, D., & Tambak, S. (2026). The impact of teacher professional identity and psychological capital on learning assessment: Exploring emotional intelligence in language teachers. Journal of Pedagogical Research, 10(1), 18-36. https://doi.org/10.33902/JPR.202638001
Sukenti, D., Idris, N. S., Bonk, C. J., Hani’ah, H., Tupas, J. B., Febria, R., & Syafitri, W. (2025). Development of assessment rubric for writing narrative texts in madrasa: The implementation of the Bloom taxonomy. Journal of Instruction and Islamic Religious Education, 1(2), 87-104. https://doi.org/10.63826/jiire.v1i2.172
Sukenti, D., Tambak, S., & Sabila, N. (2025). Pengembangan Penilaian Menulis Guru Bahasa Indonesia dengan Melibatkan Self Esteem. Sajak: Jurnal Penelitian Dan Pengabdian Sastra, Bahasa, Dan Pendidikan, 4(3), 233–248. https://doi.org/10.25299/s.2025.25028
Sukenti, D., Alber, A., Tambak, S., Hidayatunnur, H., Latif, L., & Devi, S. P. (2025). Menilai Keterbacaan Buku Cerita Dwibahasa Anak: Melibatkan Guru dan Siswa untuk Mendorong Minat Baca di Balai Bahasa Provinsi Riau. J-LELC: Journal of Language Education, Linguistics, and Culture, 5(3), 219–227. https://doi.org/10.25299/j-lelc.2025.24087
Sukenti, D., Agustina, & Fauzan, A. (2024). Self-esteem, Islamic Behavior, and Writing Assessment for Indonesian Language Madrasa Teachers: An Empirical Phenomenological Investigation. Nazhruna: Jurnal Pendidikan Islam, 7(3), 570–589. https://doi.org/10.31538/nzh.v7i3.31
Sukenti, D., Ramadhan, S., Mukhaiyar, M., & Tambak, S. (2022). Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes. JPI (Jurnal Pendidikan Indonesia), 11(3), 448-456.
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1097-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Tambak, S., & Sukenti, D. (2026). Experiencing acculturative continuous professional development: A phenomenological inquiry into madrasa teachers’ integration of digital learning and indigenous knowledge of Malay culture. Journal of Pedagogical Sociology and Psychology, 8(2), e44699. https://doi.org/10.33902/JPSP.202644699
Tambak, S., & Sukenti, D. (2024). Student Involvement Within Islamic Teacher Education: For a Future Profession. QIJIS (Qudus International Journal of Islamic Studies), 11(2), 317-352. http://dx.doi.org/10.21043/qijis.v11i2.8141
Tambak, S. (2026). Metode Pembelajaran Pendidikan Agama Islam Kontemporer Integrasi Epistemologi Nilai dan Transformasi Pedagogis.
Tambak, S., bin Fatah, M. D. U. H., Lubis, F. S., & Tambak, F. A. M. (2026). Negotiating authority and innovation: project-based learning and the changing professional landscape of madrasah teachers. Jurnal Pendidikan Agama Islam Al-Thariqah, 11(1), 21-39. https://doi.org/10.25299/althariqah.2026.vol11(1).27544
Tambak, S., & Sukenti, D. (2025). Islamic professional madrasa teachers and motivation for continuous development: a phenomenological approach. Journal of Education and Learning (EduLearn), 19(1), 81-90. https://doi.org/10.11591/edulearn.v19i1.21301
Tambak, S., Abdullah, M. R., Nurhayati, N., Chapakiya, A., & Filya, M. P. (2026). Fostering excellent learning: exploring madrasa teachers’ learning methods into improve students’ Islamic behaviors. Jurnal Pendidikan Agama Islam Al-Thariqah, 11(2), 300–318. https://doi.org/10.25299/althariqah.2026.vol11(2).29090
Tambak, S., Sukenti, D., Razak, A. Z. A., Agustina, A., Ahmad, K. A., Firdaus, F., & Syarif, M. (2025). Continuous professional development for madrasa teacher professionalism: Engaging motivation for engagement. International Journal of Evaluation and Research in Education (IJERE), 14(4), 3171–3182. http://doi.org/10.11591/ijere.v14i4.33501
Tambak, S., & Sukenti, D. (2020). Strengthening Islamic behavior and Islamic psychosocial in developing professional madrasah teachers. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 39(1), 65-78. http://dx.doi.org/10.21831/cp.v39i1.26001
Tambak, S., & Sukenti, D. (2024). Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia? Journal of Learning for Development, 11(1), 151-164. https://doi.org/10.56059/jl4d.v11i1.763
Tambak, S., Amril, A., & Sukenti, D. (2021). Islamic Teacher Development: Counstructing Islamic Professional Teachers Based On The Khalifah Concept. Nazhuna: Jurnal Pendidikan Islam, 4(1), 117-135. https://doi.org/10.31538/nzh.v4i1.1055
Tambak, S., Hamzah, H., Ahmad, M. Y., Siregar, E. L., Sukenti, D., Sabdin, M., & Rohimah, R. B. (2022). Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(2), 507-520. http://doi.org/10.21831/cp.v41i2.40644
Tambak, S., Sukenti, D., & Firdaus, F. (2024). Indigenous knowledge of Malay culture and Islamic professional madrasa teachers: a phenomenological investigation. International Journal of Evaluation and Research in Education (IJERE), 13(6), 4296-4306. https://doi.org/10.11591/ijere.v13i6.29650
Tambak, S., Sukenti, D., bin Fatah, M. M. U. H., bin Fatah, M. D. U. H., & Zakaria, G. A. N. (2025). Shaping Islamic Higher Education in Riau’s Malay Context in The Thought of Haji Zaini Kunin. MIQOT: Jurnal Ilmu-ilmu Keislaman, 49(1), 1-21. http://dx.doi.org/10.30821/miqot.v49i1.1336
Tambak, S., Sukenti, D., Razak, A. Z. A., Agustina, A., Ahmad, K. A., Firdaus, F., & Syarif, M. (2025). Continuous professional development for madrasa teacher professionalism: engaging motivation for engagement. International Journal of Evaluation and Research in Education (IJERE), 14(4), 3171-3182. https://doi.org/10.11591/ijere.v14i4.33501
Ulfah, D. (2023). Pengembangan Soft Book sebagai Media Pengenalan Huruf Hijaiyah pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(6), 7589–7600. https://doi.org/10.31004/obsesi.v7i6.4233
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nadya Lestari, Nurhayati Nurhayati, Ika Juhriati, Shofiyanti Nur Zuama
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
