<![CDATA[Introducing Hijaiyah letters to early childhood requires learning methods that are appropriate to children's developmental characteristics. This study aims to describe the teachers' roles, the learning process, and the development of children's ability to recognize Hijaiyah letters using the Tamyiz BTQ Abjad Method at TK IT Permata Bayt Tamyiz Tukdana Indramayu. This research employed a descriptive qualitative approach. Data were collected through observation, in-depth interviews, documentation, and assessment instruments involving 49 students. Data were analyzed using the Miles and Huberman model. The results showed that: (1) Teachers performed their roles as facilitators, mentors, motivators, and evaluators; (2) The learning process was carried out through individual (talaqqi) and classical sessions by applying the one-finger technique, grouping letters based on makharijul huruf, and continuous evaluation; (3) The students' learning outcomes indicated positive results: 61.22% were able to read four Hijaiyah letters correctly, 26.53% read four letters but not yet fluently, 10.20% read three letters, and 2.04% read two letters. The implementation of the Tamyiz BTQ Abjad Method, supported by the teachers' optimal roles, effectively improved the ability of children aged 5–7 years to recognize Hijaiyah letters.]]>
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