<![CDATA[Science learning in early childhood education often operates in a decontextualized classroom setting, detached from real-world nature, while spiritual character education tends to be taught verbally without direct sensory experience. This gap hampers the integrated development of young children's cognitive observation skills and spiritual values. This study aims to analyze the effectiveness of the Tadabbur Alam learning method in enhancing science observation skills and gratitude among students at RA Al-Falah. A quantitative quasi-experimental approach utilizing a one-group pretest-posttest design was conducted involving 25 kindergarten students and one classroom teacher as a key informant. Data on science observation were collected using a performance test (15 items), gratitude levels were measured through a Likert-scale questionnaire (27 items), and implementation procedures were gathered via structured interviews (18 items). Data were analyzed using descriptive statistics and paired samples t-tests at a significance level of 0.05. The results revealed that Tadabbur Alam was implemented through three systematic stages: observation and exploration, questioning and problem formulation, and investigation and data collection. Pre-test measurements yielded mean scores of 72.80 for science observation and 69.96 for gratitude. Following the intervention, post-test mean scores significantly increased to 79.80 for science observation and 80.60 for gratitude. Inferential statistical testing confirmed statistically significant improvements with t = -5.890 (p = 0.000) for science observation and t = -6.922 (p = 0.000) for gratitude (p < 0.05). It is concluded that Tadabbur Alam is a statistically effective pedagogical intervention delivering a dual impact on cognitive and affective-spiritual domains simultaneously in early childhood education.]]>
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