<![CDATA[This study aimed to examine the effectiveness of the EduReligious English Model in improving the English teaching competence of Raudhatul Athfal (RA) teachers. A quantitative approach was employed using a nonequivalent pretest–posttest control group quasi-experimental design. The study involved 30 RA teachers affiliated with the Islamic Kindergarten Teachers Association (IGRA) of Deli Serdang Regency, with 15 teachers assigned to the experimental group and 15 to the control group. The experimental group participated in an integrated training and coaching program combining developmentally appropriate pedagogy, functional English instruction, and Islamic values, while the control group participated in regular professional development activities. Data were collected through performance-based assessments and analyzed using descriptive statistics, independent- and paired-samples t-tests, normalized gain, and analysis of covariance (ANCOVA). The experimental group showed a greater improvement in teaching competence than the control group, with mean scores increasing from 62.20 to 79.33 compared with an increase from 62.67 to 69.40 in the control group. After controlling for pretest scores, the ANCOVA indicated a significant group effect, F(1, 27) = 48.17, p < .001, partial η² = .641, with an adjusted mean difference of 10.35 points. The posttest Hedges' g of 1.45 indicated a large effect. The experimental group also achieved a higher normalized gain than the control group (0.463 vs. 0.181). These findings provide evidence of the effectiveness of the EduReligious English Model in improving English teaching competence among RA teachers within the study sample. The model offers a potentially useful professional development approach for integrating English language instruction, developmentally appropriate pedagogy, and Islamic values in Islamic early childhood education.]]>
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