Enhancing Children’s Religious Vocabulary through Islamic Values-Based Language Learning Activities at PAUD Syihabul Musthofa, Embung Kandong Village

Abstract

Religious vocabulary development is an important component of early childhood language education, particularly in Islamic early childhood education institutions where language learning is closely associated with religious habituation and character formation. This study aimed to examine the implementation of Islamic values-based language learning, identify the forms of religious vocabulary introduced, and analyze its effectiveness in improving children’s religious vocabulary at PAUD Syihabul Musthofa, East Lombok, Indonesia. The study employed a qualitative descriptive classroom action research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The participants comprised 25 children, supported by classroom teachers and the school principal as informants. Data were collected through observation, interviews, documentation, and oral and practical language assessments. Data were analyzed through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings demonstrated substantial improvement in children’s religious vocabulary following the intervention. The mean score increased from 11.2 at the pre-action stage to 16.4 in Cycle I and 21.1 in Cycle II, representing an overall improvement of 88.39%. Qualitative findings also indicated better pronunciation, contextual understanding, confidence, and spontaneous use of religious expressions. The study concludes that Islamic values-based language learning effectively integrates vocabulary development with religious habituation and character formation through contextual, enjoyable, and consistent activities. The findings provide practical implications for developing developmentally appropriate Islamic language-learning practices in early childhood education.