JOYFUL LEARNING AS PEDAGOGICAL INNOVATION IN ELEMENTARY ARABIC INSTRUCTION: EVIDENCE FROM AN INDONESIAN CASE STUDY
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Abstract
This study aims to describe the forms of joyful learning innovation in Arabic language instruction within the Ta’lim Lughoh course and to analyze its impact on students’ motivation and learning participation at Muhammadiyah Sokonandi Elementary School, Yogyakarta. The research employed a qualitative approach with a case study design. Data were collected over one semester from 3 teachers and students from grades 1 to 3 of the Tahfidz classes through classroom observations, semi-structured interviews, and documentation of instructional materials. The data were analysed using thematic analysis to identify patterns in the implemetation of joyful learning strategies. The findings show that joyful learning strategies, including ice breaking, fun cards, digital media, and Arabic games, effectively increased student participation and vocabulary retention. The presence of multiple teachers and diverse instructional activities further supported engagement suggest that joyful learning holds significant potential for strengthening elementary students’ motivation and basic Arabic competencies.
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