<![CDATA[This study aims to describe the concept of adab education, analyze the implementation of adab education in daily learning activities, and examine the role of teachers in internalizing adab values to students at Tadika Al-Fikh Orchard. This study uses a qualitative approach with a case study type. Data collection techniques were carried out through observation, semi-structured interviews, and documentation, while data analysis used the interactive model of Miles, Huberman, and Saldaña which includes data collection, data condensation, data presentation, and drawing conclusions. Data validity was maintained through triangulation, member checking, thematic analysis, and verification with literature. The results of the study show that the concept of adab education is implemented holistically and integrated in the curriculum, including adab towards Allah SWT, fellow humans, and the environment. The implementation of adab education is carried out through exemplary methods (uswatun hasanah), habituation, storytelling (qishshah), and direct practice integrated into all learning activities and daily activities. The teacher's role is very dominant as a role model, facilitator, guide, and evaluator in the process of internalizing adab values. The implementation of adab education has proven effective in shaping the Islamic character of early childhood, demonstrated through increased awareness of worship, social interaction skills, and attitudes of discipline and responsibility.]]>
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