<![CDATA[This study aims to examine religious literacy, teacher strategies, and the factors influencing the development of religious literacy in Salafi-based educational institutions. This research is a qualitative descriptive study using a case study approach. The subjects of this study were children in group A and B at Yaa Bunayya Islamic Kindergarten in Palembang, with the samples being MZA, AAH, and RA. The study was conducted over a period of two months. Data collection techniques included non-participant observation, semi-structured interviews, and documentation. Data analysis was carried out using the Miles and Huberman model, which consists of: 1) data collection, 2) data reduction, 3) data display, and 4) conclusion drawing (verification). Based on the research findings, it was shown that the development of religious literacy progressed according to the indicators, namely that the children were able to recognize symbols, had faith, were able to carry out religious practices, and were able to say good and appropriate phrases. It can be concluded that the teacher’s strategy for fostering religious literacy at Yaa Bunayya Islamic Kindergarten in Palembang does not involve singing or clapping, as the institution adheres to the Qur'an and Sunnah, which prohibit singing, especially with musical instruments. Despite not using singing strategies, the development of religious literacy in this kindergarten progressed properly. The supporting factor for the teachers in fostering religious literacy was the involvement of parents, while no inhibiting factors were identified.]]>
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