PERAN MULTIMEDIA INTERAKTIF DALAM PENGENALAN HURUF HIJAIYAH UNTUK ANAK USIA DINI

Abstract

This study originates from the limited research on the specific role of interactive multimedia elements in Islamic religious education, particularly in introducing Hijaiyah letters to early childhood learners. In the digital era, such media hold great potential to enhance learning effectiveness and motivation, especially as traditional methods are often perceived as less engaging. The aim of this research is to explore in depth the roles of visual, audio, and interactive elements in multimedia in supporting cognitive development (letter recognition), affective aspects (learning motivation), and memory retention among young children. A qualitative approach with a case study method was employed, involving 10 children aged 4–5 years from an integrated Islamic kindergarten. Participants were selected purposively based on specific criteria, such as limited prior knowledge of Hijaiyah letters and access to digital devices. Data were collected through classroom observations, semi-structured interviews with teachers and parents, and documentation analysis of children’s interactions with the application. Thematic analysis was used to identify meaningful patterns. The findings reveal that engaging visuals, clear audio pronunciation, and interactive gamification elements (such as points and virtual rewards) significantly enhance children's engagement, letter recognition, and memory. These results support Mayer’s Cognitive Theory of Multimedia Learning, which emphasizes dual-channel processing through visual and auditory inputs. In conclusion, interactive multimedia serves as an effective pedagogical medium for teaching Hijaiyah letters, aligning well with early childhood learning styles. This study has implications for educational app design and the development of technology-based religious learning strategies.