The Montessori Method in Teaching Indonesian Children theSkill of Reading Arabic طريقة مونتيسوري (Montessori) في تعليم الأطفال الإندونيسيين مهارة قراءة اللغة العربية

Abstract

This research highlights the importance of teaching Arabic to children, especially reading skills, due to its role in developing thinking and communication. In Indonesia, Arabic language instruction faces challenges related to its difficulty and the lack of appropriate teaching methods. The Montessori method is presented in this study as it relies on self-directed learning and sensory interaction, which contributes to enhancing children’s reading skills. The study aimed to describe how Indonesian children can learn to read Arabic using the Montessori method. This is a qualitative study that used the descriptive-analytical approach based on Miles and Huberman’s model, involving three stages: data collection, data display, and analysis. The findings emphasize the importance of being aware of the linguistic differences between Arabic and Indonesian, and the need to focus on sounds and letters from the early stages. The application of the Montessori approach was explored for the 2.5 to 6-year-old age group, stressing the readiness of both teacher and child, and the provision of a suitable learning environment. The study also presented a range of pre-reading activities based on the Montessori approach. Moreover, it detailed the stages and steps of teaching Arabic reading based on the Montessori method, including phonemic awareness, phonics, fluency, and comprehension, with clear educational activities appropriate for each stage 
and age group—thus providing a practical framework for teachers.