Islamic kindergarten teachers’ beliefs about early Arabic learning in the Indonesian context: advantaged learning, teacher’s ability, and their methods in teaching Arabic

This study explores Islamic kindergarten teachers’ beliefs about early Arabic learning in Indonesia, focusing on the benefits, teachers’ abilities, and teaching methods. Interviews with ten teachers revealed a strong belief in the advantages of early Arabic learning, including enhancement of children’s language, cognitive, fine motor, and artistic skills. Teachers perceive Arabic as integral to religious identity and early development, despite challenges such as students’ difficulty with new vocabulary. Most teachers reported intermediate Arabic proficiency, indicating a need for further professional development and training to improve instructional quality. Teaching methods emphasize interactive and engaging approaches, including play, singing, use of educational media like picture cards and videos, and activities such as Arabic language weeks. These methods aim to create a meaningful and enjoyable learning environment that supports holistic language acquisition. While teachers demonstrate dedication and creativity, the study highlights the importance of continuous support to enhance their language skills and teaching effectiveness. The findings suggest that early Arabic learning positively impacts children’s development and that teacher competence and innovative methods are crucial for maximizing educational outcomes. This study contributes valuable insights for educators and curriculum developers in designing effective early Arabic language learning strategies in Islamic kindergartens.