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All Journal Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar
Ulfah Dwi Januarti
Universitas Khairun
Religion Education

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USING THE AHE METHOD TO IMPROVE CHILDRENS READING SKILLS Dyla Fajhriani; Nurul Jariah; Yulia Novita Sari; Winda Oktaviani; Ulfah Dwi Januarti; Febriyeni Nasrul
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 10 No 2 (2025): September
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v10i2.4474

Abstract

Reading is crucial when children enter elementary school. This contrasts with researchers' observations that many students in grades 1, 2, 3, and even 6 experienced reading difficulties before joining AHE. When parents taught them, children often complained about not being able to do so, even though second-grade material already requires children to understand the lesson. The purpose of this study was to determine the extent to which the AHE method improves children's reading skills. The researchers employed qualitative research methods, conducting observations, interviews, and documentation. The results showed that the AHE method was effective in improving children's reading skills.  
THE INTRODUCTION OF HIJAIYAH LETTERS USING AN INTENSIVE PARTICIPATORY METHOD IN CHILDREN Dyla Fajhriani N; Nurul Jariah; Ulfah Dwi Januarti; Indah Fajriani; Febriyeni Nasrul
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.5036

Abstract

This study aims to describe the process and effectiveness of introducing the hijaiyah letters using the intensive participatory method for children aged 7–10 years. The intensive participatory method emphasizes active student involvement through reading, writing, educational games, and two-way interaction between teachers and students. This study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation at the AHE reading tutoring institution. The results showed that the intensive participatory method was able to improve children's understanding of the shape, sound, and pronunciation of the hijaiyah letters more effectively than conventional learning. Children appeared more enthusiastic, actively asked questions, and were able to recognize letters with a higher level of accuracy. Furthermore, direct involvement in participatory activities strengthened children's memory and increased their confidence in reading the hijaiyah letters. This study concludes that the intensive participatory method can be an effective alternative learning strategy for introducing the hijaiyah letters to elementary school-aged children.
Co-Authors Dyla Fajhriani Dyla Fajhriani N Febriyeni Nasrul Indah Fajriani Nurul Jariah Winda Oktaviani Yulia Novita Sari