<![CDATA[ABSTRACT Aligning early childhood cognitive capacity with psychological dynamics plays a crucial role in effective religious education. This study aims to analyze the learning psychology and cognitive readiness of preschool students in Qur'anic learning at TPA Musholla Nurul Ummah. A descriptive qualitative approach was employed using direct observation and semi-structured interviews. Subject selection applied a purposive sampling technique involving 2 main teachers and 9 active five-year-old preschool students. Qualitative data were examined descriptively through reduction, narrative display, and technique triangulation. Findings reveal that obstacles arose when five-year-old learners were required to follow regular Iqro' reading routines. Teachers responded through pedagogical adaptation by shifting the instructional focus toward daily prayers, selected hadiths, and short surahs using oral repetition via the talqin method. This adaptive approach elicited positive affective responses, marked by students' happiness and enthusiasm during classroom activities. The study concludes that leveraging students' psychological and cognitive readiness sustains learning engagement without imposing standardized targets. Despite its contextual limitations, this research underscores the necessity of instructional flexibility in non-formal early childhood Qur'anic education. ABSTRAK Kesesuaian antara kapasitas kognitif dan dinamika psikologis anak usia dini menjadi penentu utama efektivitas pendidikan agama. Penelitian ini bertujuan menganalisis psikologi belajar dan kesiapan kognitif santri prasekolah dalam pembelajaran Al-Qur’an di TPA Musholla Nurul Ummah. Pendekatan kualitatif deskriptif diterapkan melalui pengamatan langsung (direct observation) serta wawancara mendalam (semi-structured interview). Pemilihan subjek mengaplikasikan teknik purposive sampling yang melibatkan 2 orang ustadzah pengajar dan 9 santri prasekolah berusia 5 tahun. Pengolahan data kualitatif dilakukan secara tematis deskriptif melalui reduksi, penyajian naratif, serta triangulasi teknik. Hasil kajian menunjukkan munculnya kendala saat santri berusia lima tahun dipaksakan mengikuti skema membaca Iqro’ reguler. Pendidik merespons kondisi tersebut melalui pedagogical adaptation, yaitu mengalihkan fokus pada hafalan doa harian, hadis pilihan, dan surah pendek berbasis pengulangan vokal dengan metode talqin. Intervensi adaptif ini memicu respons afektif yang amat positif, ditandai oleh keceriaan dan antusiasme santri di kelas. Penelitian ini menyimpulkan bahwa pengandalan pada kesiapan psikologis dan kognitif santri terbukti mampu menjaga keterlibatan belajar anak tanpa penyeragaman target. Terlepas dari keterbatasan cakupan institusionalnya, temuan ini menegaskan krusialnya fleksibilitas instruksional dalam penyelenggaraan TPA nonformal.]]>
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