BASIC ARABIC LANGUAGE LEARNING THROUGH DIGITAL APPLICATIONS FOR EARLY CHILDHOOD

Siti Muthoharoh

Abstract


This research is motivated by the lack of comprehensive studies on the effectiveness and implementation of digital applications in basic Arabic language learning for early childhood in Indonesia. However, the use of technology from an early age has great potential to support religious education and foreign language acquisition in the digital era. The main objective of this study is to explore in-depth the experiences, perceptions, and impacts of digital application use in children aged 4–6 years, while also identifying supporting and inhibiting factors for their effectiveness from the perspectives of children, parents, and application features. The approach used was a qualitative multiple case study design, involving five families in the Greater Jakarta area who were selected purposively. Data were collected through a triangulation of methods: semi-structured interviews with parents, participant observation while children were using the application, and analysis of application features. Analysis was conducted using thematic techniques in six stages. The results show that gamification elements (such as points, badges, and interactive stories) increase children's motivation, but learning success is largely determined by the active involvement of parents as facilitators. These findings support Vygotsky's social constructivism theory, which emphasizes the importance of social interaction in the learning process. The study's conclusions emphasize the need for synergy between educational app design, parental guidance, and adaptation to children's learning styles. Implications of the study include theoretical contributions to digital pedagogy and practical suggestions for developers and parents.

Keywords


Arabic Language Learning; Early Childhood; Digital Applications; Character Education; Educational Technology

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References


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