<![CDATA[Penanaman literasi budaya pada anak usia dini perlu dilakukan melalui pembelajaran yang konkret dan menyenangkan. Penelitian terdahulu telah membahas literasi budaya melalui tarian, permainan edukatif, dan pembiasaan, serta model ATIK yang banyak digunakan untuk meningkatkan kemampuan kognitif, motorik, dan pra-menulis anak. Namun, kajian yang secara khusus menjelaskan penggunaan model ATIK untuk menanamkan literasi budaya pada anak usia dini di lingkungan RA masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan perencanaan dan pelaksanaan penanaman literasi budaya melalui model pembelajaran ATIK di RA Bustanul Ulum Jayasakti. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas B, dan 20 anak kelas B. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan validitas data dicapai melalui triangulasi sumber dan triangulasi teknik. Penerapan model ATIK dilakukan melalui tiga kegiatan utama: tahap observasi membantu anak mengenali simbol-simbol budaya, tahap imitasi membantu anak meniru perilaku dan gerakan budaya, serta tahap implementasi memberikan kesempatan kepada anak untuk mempraktikkan pengetahuan budaya secara langsung. Kata kunci: Literasi, Budaya, ATIK Model, Anak. Cultural literacy in early childhood needs to be introduced through concrete and enjoyable. Previous studies have discussed cultural literacy through dance, educational games, and habituation, while the ATIK model has mostly been applied to improve children's cognitive, motor, and pre-writing skills. However, studies that specifically explain the use of the ATIK model to cultivate cultural literacy in Islamic early childhood education settings remain limited. This study aims to describe the planning and implementation of cultural literacy cultivation through the ATIK learning model at RA Bustanul Ulum Jayasakti. This research employed a descriptive qualitative approach with a case study design. The subjects consisted of the principal, class B teachers, and 20 class B children. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was examined through source and technique triangulation. The findings indicate that cultural literacy planning was carried out through the selection of local culture-based activities, budget planning using BOP funds, and activity scheduling based on learning themes. The implementation of the ATIK model was conducted through three main activities: the observing stage helped children recognize cultural symbols, the imitating stage helped children model cultural movements and behaviors, and the doing stage provided opportunities for children to practice cultural knowledge directly. Thus, the ATIK model can cultivate cultural literacy through visual experiences, movement, and daily habituation Keywords: Literacy, Culture, ATIK Model , Child.]]>
