PERANAN MEDIA KARTU DALAM PENGENALAN HURUF HIJAIYAH PADA ANAK USIA 5-6 TAHUN DI TK ABA NURUL HIDAYAH DESA LUMBI-LUMBIA KECAMATAN BUKO SELATAN

Abstract: 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.
Keywords: Flashcard media, Hijaiyah letter recognition, early childhood education, pedagogical
strategies, classroom interaction.
Article History: Submitted 14 July 2026; Revised 31 July 2026; Accepted: 31 July 2026; Published online 26
October2026