Integrating Arabic Vocabulary, Early Literacy, and Islamic Character Education: A Conceptual Model for MI Miftahul Falah 2

Abstract

Arabic instruction in the early grades of Madrasah Ibtidaiyah can contribute to language development, literacy, and Islamic character when these goals are designed as an integrated learning experience. This study aims to propose a conceptual model for MI Miftahul Falah 2 based on literature on young language learners, vocabulary learning, emergent literacy, character education, multimedia, and madrasah curriculum. A conceptual synthesis method reviewed 26 sources published between 2020 and 2025, selected for conceptual relevance, methodological credibility, and direct contribution to the proposed framework. The synthesis produces the Meaning–Form–Value–Action model. Meaning connects Arabic words with children’s concrete experiences. Form introduces sound and script gradually. Value links the language content with an understandable Islamic moral idea. Action requires children to use the language and value in a classroom routine, story, game, or cooperative task. The article argues that character education should be visible in the learning objective, teacher interaction, task structure, and reflection. Assessment combines oral performance, word recognition, observation, and simple reflective prompts. The model offers a curriculum-development basis for future lesson trials and empirical evaluation at MI Miftahul Falah 2. As a conceptual study, the model remains untested with genuine school data and requires empirical classroom evaluation before broader implementation.