<![CDATA[This study was motivated by the low level of Arabic vocabulary mastery among second-grade students at SDIT-TQ AL-FURQON BINTARA. This is due to monotonous teaching methods that are not suited to the developmental characteristics of lower-grade students. The purpose of this study is to describe the process of applying the puzzle game method in Arabic vocabulary instruction and to analyze its impact on students’ vocabulary mastery. This study employs a descriptive qualitative approach, collecting data through observation, interviews, and a literature review. The research subjects are second-grade students at SDIT-TQ AL-FURQON BINTARA and the Arabic language teacher. The results of the study indicate that the implementation of the puzzle game method was carried out through three systematic stages: the preparation stage, the implementation stage, and the learning evaluation stage. In the preparation stage, the teacher prepared puzzle teaching materials such as picture cards, word cards, and Hijaiyah letter pieces tailored to the students’ ability levels. The selected words were limited to simple terms commonly encountered in the students’ daily lives. In the implementation stage, before starting the group game, the teacher first asks students to practice pronunciation or introduces vocabulary through picture cards. It has been proven that the use of this technique enhances students’ motivation, engagement, and ability to recognize, understand, and remember Arabic vocabulary. Therefore, the puzzle game method can be selected as an effective and enjoyable teaching method for teaching Arabic to lower-grade students.]]>
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