A Multisensory Conceptual Model for Early Arabic Vocabulary Learning in Raudhatul Athfal Settings

Abstract

Early Arabic vocabulary learning in Raudhatul Athfal is often reduced to the rote repetition of word lists, although young children retain words more durably through meaningful, repeated, and multisensory experience. This article aims to formulate a conceptual instructional model for early Arabic vocabulary learning, with RA Raudlotul Hidayah as the intended implementation context. The study used an integrative literature review of 25 sources published between 2020 and 2025, identified through Scopus, ERIC, Google Scholar, and Garuda and screened against explicit inclusion and exclusion criteria. Each source was coded with five analytical questions on meaning, repetition, child response, media use, and observation, and the codes were synthesized thematically. The resulting model was appraised against four criteria: developmental appropriateness, linguistic accuracy, feasibility in short sessions, and observable learning evidence. The synthesis produced five instructional principles, namely concrete meaning, coordinated sensory input, movement based response, spaced repetition, and observational assessment, which were organized into the cyclical See–Hear–Move–Say–Use model. Children meet a concrete referent, hear an accurate Arabic model, respond through movement, attempt oral production, and use the word in a routine or game. The outputs also include an evidence to model matrix and a three level observation rubric. Digital media is positioned as a supporting resource, with safeguards for screen exposure, linguistic verification, and inclusion. Because no classroom data were collected, the model remains a proposal whose effectiveness must be tested through a pilot study.