Internalizing Arabic Vocabulary through Independent Written Exercises for Elementary School Transition Readiness

Farah Zahra Ahnaf; M. Ripani Saputra

doi:10.63922/ijevss.v5i04.4956

Farah Zahra Ahnaf Imam Asy-Syafi'i Islamic Institute of Indonesia
M. Ripani Saputra Imam Asy-Syafi'i Islamic Institute of Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.4956

Keywords: Internalization, Arabic Vocabulary, Independent Written Exercises, Early Childhood, Transitional Readiness.

Abstract

This study aims to describe the process of internalizing Arabic vocabulary in early childhood through routine independent written exercises as an effort to build academic transitional readiness for elementary school. Using a mixed-methods approach, this study involved 10 children aged 6 to 7 years at the Rumah Smart Nada Syifa non-formal institution. Data were collected through participatory observation, portfolio documentation, in-depth interviews, and cognitive achievement evaluation (post-test) consisting of five task variations. The results showed that routine independent written exercises were able to improve children's graphomotor flexibility from rigid to neater and more proportional. The synergy between classroom practice and stimulus reinforcement through homework proved effective in locking children's memory retention, with the cumulative average score of the learning group reaching 95.36. The practical implications of this teaching method provide a tangible contribution to building children's mental and academic readiness during the transition phase toward elementary school.

References

Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta: PT Rineka Cipta.
Creswell, J. W. (2015). Research Design: Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.
Denzin, N. K., & Lincoln, Y. S. (2017). The Sage Handbook of Qualitative Research. Thousand Oaks: Sage Publications.
Hidayat, N. S. (2012). Problematika pembelajaran bahasa Arab. Jurnal An-Nida: Jurnal Pemikiran Islam, 37(1).
James, K. H., & Engelhardt, L. (2012). The effects of handwriting experience on functional brain development in pre-literate children. Trends in Neuroscience and Education, 1(1), 32–42.
Kurniawan, A. (2021). Metodologi Penelitian Pendidikan. Bandung: Remaja Rosdakarya.
Moleong, L. J. (2017). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.
Mulyasa, E. (2017). Strategi Pembelajaran PAUD. Bandung: Remaja Rosdakarya.
Nurani, Y. (2019). Perspektif Baru Kurikulum Pendidikan Anak Usia Dini. Jakarta: Kencana.
Nurgiyantoro, B. (2015). Penilaian Pembelajaran Bahasa Berbasis Kompetensi. Yogyakarta: BPFE.
Paivio, A. (2014). Mind and Its Evolution: A Dual Coding Theoretical Approach. Routledge.
Prabowo, A., & Sari, R. K. (2026). Inovasi pembelajaran bahasa Arab pada anak usia dini berbasis aktivitas konkret dan kontekstual. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 4(1), 15–28.
Rahmawati, S., Zukhaira, & Busri, M. (2023). Penguasaan literasi bahasa Arab holistik melalui penguatan aspek psikomotorik pada anak usia dini. Lisanul Arab: Journal of Arabic Learning and Teaching, 12(2), 85–96.
Rohmawati, L. (2019). Pengaruh pengawas dan direksi wanita terhadap risiko bank dengan kekuasaan CEO sebagai variabel pemoderasi. Syntax Literate: Jurnal Ilmiah Indonesia, 4(9), 26–42.
Sadoski, M., & Paivio, A. (2013). Imagery and Text: A Dual Coding Theory of Reading and Writing. Routledge.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Taufik. (2011). Pembelajaran Bahasa Arab Madrasah Ibtidaiyah. Jakarta: Raja Grafindo Persada.