Strategi Multisensori dalam Pembelajaran Kosakata Bahasa Arab untuk Anak: Systematic Literature Review

Abstract

This article reviews the implementation of multisensory strategies in teaching Arabic vocabulary to children through a Systematic Literature Review of twelve empirical studies published between 2020 and 2025. The review is based on the problem of low vocabulary retention and limited learner engagement within conventional instructional practices that tend to be highly verbal. Multisensory approaches are considered relevant because they integrate visual, auditory, kinesthetic, and tactile modalities that help strengthen meaning formation and linguistic memory in young learners. The SLR method follows PRISMA procedures, which include identification, screening, eligibility, and inclusion guided by the PICOC framework. Data from the selected studies were extracted and analyzed using descriptive thematic content analysis to identify patterns of multisensory interventions, the role of supporting digital media, and reported learning outcomes. The findings indicate that multisensory strategies consistently enhance vocabulary mastery, memory retention, motivation, and learner engagement. Activities such as singing, movement-based games, picture cards, and interactive digital applications create meaningful and enjoyable learning experiences. The integration of technology, including educational games, multimodal glosses, and augmented reality tools, serves as a catalyst that enriches sensory stimulation without replacing the teacher's pedagogical role. Overall, the review demonstrates that multisensory approaches are an effective pedagogical strategy for teaching Arabic vocabulary to children and offer important implications for curriculum design, teacher training, and the development of sensory-based learning media.