<![CDATA[This study aims to describe the implementation of a song-based learning strategy in teaching Arabic vocabulary (mufradat) to sixth-grade students at MIS Lhok Guci. The study employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the song-based learning strategy was implemented through systematic instructional planning, the selection of vocabulary aligned with the curriculum, the adaptation of children's songs as learning media, and periodic assessments of students’ vocabulary memorization. The implementation of this strategy effectively facilitated students’ ability to retain and memorize Arabic vocabulary through the repetitive and rhythmic features embedded in the songs. Furthermore, the strategy contributed to improving students’ vocabulary mastery, learning motivation, active participation, and self-confidence in pronouncing Arabic vocabulary. Several supporting factors were identified, including students’ enthusiasm, an enjoyable learning atmosphere, the effectiveness of songs in facilitating vocabulary acquisition, and the availability of supporting educational facilities. However, several challenges were also encountered, such as less conducive classroom conditions, limited learning space, and variations in students’ abilities to write and pronounce Arabic vocabulary. The study concludes that the song-based learning strategy is an innovative and effective instructional approach for enhancing Arabic vocabulary mastery among students at the Madrasah Ibtidaiyah level.]]>
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