<![CDATA[This study concludes that the three schools, TK Islamic Center Samarinda, RA Bina Islam Paser, and PAUD IT Rabbani Banjarbaru, implement early exposure to Arabic through two main approaches: direct and indirect exposure. Direct exposure involves active activities such as daily conversations, storytelling, singing, and role-playing, while indirect exposure is conducted through activities like reciting the Quran (mengaji) and memorizing short prayers. Although most children in these schools demonstrate good linguistic intelligence, some children with lower linguistic abilities require additional support. Children with high linguistic intelligence tend to demonstrate better Arabic language skills, whereas those with lower linguistic intelligence often require intensive support to overcome difficulties in mastering the Arabic language. Early exposure to Arabic and children’s linguistic intelligence significantly contributes to Arabic language proficiency, with interactive and contextual approaches proving effective in enhancing speaking, listening, reading, and writing skills. This approach, based on interactive activities and contextual teaching, not only helps children with high linguistic intelligence strengthen their understanding but also provides opportunities for children with lower linguistic intelligence to develop their language skills more effectively. Therefore, it is essential to adopt activity-based and contextual approaches in all schools, while providing targeted support for children who face challenges in mastering the Arabic language. This approach is expected to increase children’s engagement in learning and support their optimal mastery of the Arabic language.]]>
