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All Journal Generasi: Jurnal Pendidikan Anak Usia Dini
Zayin Nafsaka Sajidin
Sekolah Tinggi Agama Islam Kuningan
Education Languange, Linguistic, Communication & Media Mathematics Public Health Other

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Developing Religious Character in Early Childhood: Daily Habituation Model in Islamic Kindergartens Zayin Nafsaka Sajidin; Mubarok Fatahillah
Generasi : Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 1 (2025): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v3i1.316

Abstract

Backround: This study investigates the implementation and effectiveness of daily habituation models in developing religious character among early childhood students in Islamic kindergartens.Objective: The research addresses the gap between theoretical frameworks of Islamic character education and practical implementation strategies in early childhood settings.Method: Using a mixed-methods approach, data were collected from 156 children aged 5-6 years across six Islamic kindergartens in Indonesia through observation protocols, teacher interviews, parent questionnaires, and character assessment instruments.Findings and Implications: Quantitative analysis employed paired sample t-tests and ANOVA, while qualitative data were analyzed thematically. Results revealed that systematic daily habituation significantly improved children's religious character indicators (p < 0.001), with effect sizes ranging from medium to large (Cohen's d = 0.68-1.24). Five core habituation patterns emerged: ritual worship practices, moral behavioral routines, Islamic social etiquette, Quranic literacy activities, and prophetic character modeling.Conclusion: The study demonstrates that structured, consistent, and contextually integrated daily routines serve as effective pedagogical tools for character formation in early childhood. Implications suggest that Islamic kindergartens should prioritize authentic, experiential learning environments over didactic instruction, emphasizing teacher modeling, peer interaction, and family-school partnership in character development programs.
Understanding Character Education and Islamic Values in Early Childhood: A Phenomenological Analysis of Educators' Perspectives and Practices Zayin Nafsaka Sajidin
Generasi : Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.300

Abstract

Backround: Islamic character education is increasingly recognized for integrating moral and spiritual development with cognitive growth in early childhood settings, with direct implications for curriculum design and teacher training policies. This study examines how 42 educators in Malaysia, Indonesia, and the UAE implement Islamic character education and navigate related challenges.Objective: The study aims to understand how educators integrate Islamic character education, the challenges they face, and its impact on children's development.Method: Data were collected through in-depth semi-structured interviews, focus group discussions, and reflective journals over an 11-month period. Van Manen’s hermeneutic phenomenological approach was used for analysis.Findings and Implications: The study identified four key themes: (1) navigating between traditional and contemporary practices, (2) effective pedagogical strategies such as storytelling and role modeling, (3) challenges like resource limitations and balancing secular curricula, and (4) positive impacts on moral awareness, empathy, self-regulation, and religious identity.Conclusion: The study highlights the importance of integrating Islamic values in early childhood education through developmentally appropriate practices. It recommends culturally responsive professional development, authentic curriculum creation, and stronger parent-teacher collaboration to enhance the effectiveness of Islamic character education in early childhood settings.
Co-Authors Mubarok Fatahillah