An Analysis of the Difficulties Early Childhood Students Face in Learning to Write in Arabic Language Instruction

Abstract

This study was motivated by the difficulties experienced by young children in learning al-kitābah (Arabic writing skills) at Minang Smart Kindergarten in Pariaman City. The problems identified include difficulty recognizing and distinguishing the Hijaiyah letters, understanding the right-to-left direction of Arabic writing, and poor fine motor skills that affect the children’s writing ability. This study aims to analyze the forms of difficulties in learning al-kitābah, their causal factors, and to provide an overview of the efforts needed to overcome these difficulties. The study employs a qualitative method with a descriptive approach. The research subjects consisted of Arabic language teachers and the principal of Minang Smart Kindergarten in Pariaman City. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model. Data validity was ensured through triangulation of sources, techniques, and time. The results of the analysis indicate that children still face difficulties in recognizing Hijaiyah letters with similar shapes, understanding the writing direction of Arabic which differs from Latin script and controlling hand movements while writing due to suboptimal fine motor development. The results of the discussion indicate that these difficulties are influenced by the cognitive developmental stage of young children, who are still in the preoperational stage, the habit of using the Latin alphabet in daily life, and limitations in fine motor skills. Therefore, al-kitābah instruction needs to be supported through repeated practice, the use of visual aids and engaging teaching methods, as well as intensive guidance from teachers so that the ability to write hijaiyah letters can develop optimally.