Implementasi Metode Bernada dalam Pembelajaran Kosakata Bahasa Arab pada Siswa Kelas I PKBM Tahfidz At-Tamam Pekanbaru

Avina Septiara Karincia (Institut Agama Islam Imam Syafi’I)
Angga Frananda (Institut Agama Islam Imam Syafi’I)

Lencana: Jurnal Inovasi Ilmu Pendidikan
Vol. 4 No. 3 (2026): Jurnal Inovasi Ilmu Pendidikan

Vocabulary mastery is one of the essential aspects of Arabic language learning, especially for early-grade students who require engaging learning methods that are appropriate to their developmental characteristics. This study aims to describe the implementation of a melody-based memorization method in Arabic vocabulary learning and to examine students’ responses to the use of this method among first-grade students at PKBM Tahfidz At-Tamam Pekanbaru. This study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The research participants consisted of one teacher and seven first-grade students. The findings revealed that the melody-based memorization method was implemented through four stages: vocabulary introduction, simple melody arrangement, rhythmic pronunciation of vocabulary, and light evaluation. Furthermore, the students showed positive responses, including high enthusiasm, active participation in learning activities, and greater ease in memorizing Arabics vocabulary. Therefore, the melody-based memorization method can serve as an effective alternative learning strategy that is suitable for the characteristics of early-grade students in Arabic vocabulary learning.