Improving Arabic Letter Recognition through Flashcard-Based Instruction: Classroom Action Research with Indonesian First-Grade Students

Abstract

Early-grade students struggle to recognize Arabic letters when instruction relies on verbal explanation and repetitive boardwork. This is important because Arabic letter recognition provides a foundation for reading the Qur’an and participating in primary Islamic education. Visual learning perspectives suggest that concrete, engaging media can support memory, attention, and active participation among children at the concrete operational stage. This study investigated how flashcard-based instruction improved Arabic letter recognition and classroom participation among first-grade students at SDN Senden 2, Indonesia. This classroom action research, following the Kemmis and McTaggart model, involved 20 students during the 2024/2025 academic year. The intervention comprised two cycles of planning, action, observation, and reflection. Data were collected through achievement tests, classroom observations, and field notes, then analyzed using mean scores, mastery percentages, and qualitative reflection. The mean score increased from 61.75 in the pre-cycle stage to 69.25 in Cycle I and 80.25 in Cycle II. Learning mastery rose from 20% to 65% and then to 95%, while observations showed greater participation, confidence, and classroom engagement. These findings indicate that progressively refined flashcard activities can support Arabic letter learning. Primary teachers should combine structured turns, small-group activities, visual variation, and targeted assistance when applying this strategy.