<![CDATA[Fine motor stimulation requires planning that aligns developmental goals, context, materials, activities, teacher support, and assessment. This study aims to analyze the interrelationship of these components in religious contextual integration-based learning in kindergarten. The study used a descriptive qualitative approach in TK Negeri 2 Praya Timur, with the primary data sources being a grade B teacher and 18 children aged 5–6 years. Data were obtained through non-participant observation, semi-structured interviews, and documentation. Analysis was conducted through data reduction, data presentation, and conclusion drawing, along with thematic mapping for the article's purposes. Validity was strengthened through triangulation of sources and techniques. The results show a link between motor goals and art activities, local materials, Islamic symbols, demonstrations, children's limited choices, and developmental observations. Integration is most evident in the coconut husk collage of the hijaiyah letters and the activity of cutting and pasting prayer mats. The findings provide an analytical framework for planning, not a validated model. The implication is the need to maintain alignment of goals, activities, support, and assessment, while also distinguishing the introduction of religious symbols from the internalization of religious values.]]>
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