Islamic Character Formation in Early Childhood: The Integration of Role Modeling, Habituation, and Reinforcement

Nindy Putri Aprilia (Islamic Religious Education, Universitas Pendidikan Indonesia, Indonesia)
Wawan Hermawan (Islamic Religious Education, Universitas Pendidikan Indonesia, Indonesia)
Mohammad Rindu Fajar Islamy (Islamic Religious Education, Universitas Pendidikan Indonesia, Indonesia)

JURNAL ILMIAH GLOBAL EDUCATION
Vol. 7 No. 3 (2026): JURNAL ILMIAH GLOBAL EDUCATION

This study investigates the integration of role modeling, habituation, and reinforcement as strategies for forming Islamic character foundations in early childhood at TK Alifa Kids Bandung. Grounded in a qualitative single-case study design, data were collected through participatory observation across ten sessions in TK A and TK B classrooms, triangulated with semi-structured interviews with two classroom teachers and the curriculum coordinator, an open questionnaire administered to six parents, and institutional documentation analysis. Findings reveal that role modeling at TK Alifa Kids is sustained by an institutional framework comprising a Standard Operating Procedure, a teacher commitment letter, and a daily monitoring system, enabling all four stages of Bandura’s social learning theory, specifically attention, retention, reproduction, and motivation, to be confirmed in both classrooms. Habituation is implemented across three structural layers, namely daily, weekly, and event-based, whose underlying process is understood through Thorndike’s Law of Readiness, Law of Exercise, and Law of Effect, and further illuminated by Ibnu Miskawaih’s concept of riyadhah al-nafs and Al-Ghazali’s principle of meaningful habituation. Reinforcement is applied in four forms, namely verbal, gestural, token, and activity, governed by an institutional principle of proportionality, with a comparative analysis between TK A and TK B demonstrating that selective reinforcement produces deeper intrinsic motivation than high-frequency reinforcement. Through this integration, six dimensions of the ALIFA character framework and two Habit Fundamentals were identified as having formed, with characters confirmed to have generalized beyond the school setting into children’s home environments. The study proposes that the integration of role modeling, habituation, and reinforcement, which function respectively as source of values, consolidation mechanism, and stabilization mechanism, constitutes a theoretically coherent and empirically demonstrated framework for forming deeper and more sustained Islamic character foundations in early childhood.