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This community service initiative was prompted by the limited variety of teaching methods for the Hijaiyah alphabet, which tend to be one-way in nature and are therefore not particularly engaging for primary school-aged children. The programme aims to introduce the Hijaiyah alphabet whilst fostering a love for the Qur’an through a creative and enjoyable approach to calligraphy. The study underpinning this activity emphasises the importance of visual, kinaesthetic and experience-based learning to support children’s cognitive and motor development, as well as the formation of their religious character. The activity was carried out with Year 2 pupils at SDN Utama 2 Tarakan using a participatory educational method, comprising the following stages: preparation; coordination with the school; delivery of material introducing the Hijaiyah alphabet; educational games; calligraphy colouring activities; guidance; and a simple evaluation. The results of the activity demonstrated an increase in pupils’ enthusiasm for learning the Hijaiyah alphabet, the development of creativity and fine motor skills, as well as the cultivation of religious values, discipline and positive social interaction. This programme demonstrates that the integration of calligraphy into Islamic education has the potential to serve as an effective and sustainable learning alternative for young children.
This community service initiative was prompted by the limited variety of teaching methods for the Hijaiyah alphabet, which tend to be one-way in nature and are therefore not particularly engaging for primary school-aged children. The programme aims to introduce the Hijaiyah alphabet whilst fostering a love for the Qur’an through a creative and enjoyable approach to calligraphy. The study underpinning this activity emphasises the importance of visual, kinaesthetic and experience-based learning to support children’s cognitive and motor development, as well as the formation of their religious character. The activity was carried out with Year 2 pupils at SDN Utama 2 Tarakan using a participatory educational method, comprising the following stages: preparation; coordination with the school; delivery of material introducing the Hijaiyah alphabet; educational games; calligraphy colouring activities; guidance; and a simple evaluation. The results of the activity demonstrated an increase in pupils’ enthusiasm for learning the Hijaiyah alphabet, the development of creativity and fine motor skills, as well as the cultivation of religious values, discipline and positive social interaction. This programme demonstrates that the integration of calligraphy into Islamic education has the potential to serve as an effective and sustainable learning alternative for young children.
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