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Abstract
This study aims to describe the implementation of holistic learning based on Islamic habituation and the Montessori method at TPA Az-Zahra. A holistic approach in early childhood education emphasizes the integrated development of all aspects of children’s growth, including spiritual, moral, cognitive, socio-emotional, language, and motor skills. Islamic habituation is applied through routine activities such as daily prayers, simple worship practices, daily manners, and the internalization of noble moral values. Meanwhile, the Montessori approach is implemented through a structured learning environment, the use of sensorial learning materials, freedom for children to choose activities, and child-centered learning. This research uses a qualitative approach with a case study method. Data were collected through observation, interviews with teachers and the school principal, and documentation of learning activities. The results show that the integration of Islamic habituation and the Montessori method creates a conducive learning environment that fosters independence, discipline, and religious character in children while encouraging meaningful participation in learning activities appropriate to their developmental stages.
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References
- Apriliana, R., Suryana, D., & Nurhayati, S. (2024). Implementation of Montessori learning in early childhood education to develop children's independence and creativity. Journal of Early Childhood Education Research, 12(1), 45–56. https://doi.org/10.31004/obsesi.v12i1.5678
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
- Dewi, N. K. (2024). Montessori learning approach in early childhood education: Supporting independence and cognitive development. Early Childhood Education Journal, 52(2), 213–223. https://doi.org/10.1007/s10643-023-01455-7
- Fadillah, M., & Kurniawan, A. (2020). Child-centered learning approaches in early childhood education. Journal of Early Childhood Pedagogy, 4(1), 33–42.
- Hafidz, M., Rahman, A., & Pratiwi, L. (2025). Islamic character education through habituation methods in early childhood education institutions. Journal of Islamic Education Studies, 10(1), 67–80. https://doi.org/10.15642/jies.2025.10.1.67-80
- Hermawan, I., Sari, M., & Wulandari, F. (2024). Integrating Islamic values into Montessori education: A holistic learning approach for early childhood. Journal of Islamic Early Childhood Education, 8(2), 101–115. https://doi.org/10.21043/jece.v8i2.18456
- Hikmah, N. (2023). Holistic Islamic education in early childhood learning: Integrating spirituality and cognitive development. International Journal of Early Childhood Education Studies, 15(1), 55–70. https://doi.org/10.15294/ijeces.v15i1.62345
- Hirlan, H., & Mukminah, N. (2025). The role of religious habituation in shaping moral character among preschool children. Journal of Educational and Social Research, 15(1), 95–104. https://doi.org/10.36941/jesr-2025-0010
- Learning Method Innovation. (2024). Holistic learning strategies for early childhood development in contemporary education. Journal of Childhood Learning and Development, 9(3), 120–132. https://doi.org/10.1080/jcld.2024.00321
- Lillard, A. (2017). Montessori: The science behind the genius. Journal of Montessori Research.
- Nurdin, A., & Hidayati, N. (2020). Islamic character education in early childhood learning. Journal of Early Childhood Education Studies, 9(2), 112–120.
- Nurizah, S., & Amrullah, M. (2024). Implementation of Islamic values in early childhood education through daily habituation activities. Al-Athfal: Journal of Early Childhood Islamic Education, 7(2), 150–162. https://doi.org/10.14421/al-athfal.2024.72-05
- Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
- Putri, R., & Maulana, A. (2021). Integrating Islamic values in early childhood learning. Journal of Islamic Education Research, 5(1), 45–56.
- Rahman, F., Fitriani, S., & Sari, D. (2023). Holistic learning approaches in early childhood education. International Journal of Early Childhood Education, 15(1), 67–78.
- Ranudantha, G., & Fauziah, P. Y. (2024). The effectiveness of Montessori-based learning environments in fostering children's autonomy. International Journal of Early Childhood Education, 30(1), 33–48. https://doi.org/10.1007/s13158-023-00345-2
- Rohmah, S., & Lestari, P. (2019). Holistic education for early childhood development. Journal of Childhood Education Studies, 7(1), 25–34.
- Setiawan, H., & Amalia, R. (2022). Implementation of the Montessori method in early childhood classrooms. Journal of Educational Innovation, 14(2), 90–101.
- Suryana, D., & Hijriani, A. (2021). Holistic-integrative early childhood education to develop children's multiple intelligences. Jurnal Pendidikan Anak Usia Dini, 15(2), 119–130. https://doi.org/10.21009/jpud.152.03
- Wijaya, R., & Hasanah, L. (2018). Character education through religious habituation in early childhood. Journal of Islamic Early Childhood Education, 3(2), 55–63.
- Yuliana, E., & Santoso, B. (2022). Developing children’s independence through Montessori-based activities. Journal of Early Childhood Learning, 10(2), 78–88.
References
Apriliana, R., Suryana, D., & Nurhayati, S. (2024). Implementation of Montessori learning in early childhood education to develop children's independence and creativity. Journal of Early Childhood Education Research, 12(1), 45–56. https://doi.org/10.31004/obsesi.v12i1.5678
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
Dewi, N. K. (2024). Montessori learning approach in early childhood education: Supporting independence and cognitive development. Early Childhood Education Journal, 52(2), 213–223. https://doi.org/10.1007/s10643-023-01455-7
Fadillah, M., & Kurniawan, A. (2020). Child-centered learning approaches in early childhood education. Journal of Early Childhood Pedagogy, 4(1), 33–42.
Hafidz, M., Rahman, A., & Pratiwi, L. (2025). Islamic character education through habituation methods in early childhood education institutions. Journal of Islamic Education Studies, 10(1), 67–80. https://doi.org/10.15642/jies.2025.10.1.67-80
Hermawan, I., Sari, M., & Wulandari, F. (2024). Integrating Islamic values into Montessori education: A holistic learning approach for early childhood. Journal of Islamic Early Childhood Education, 8(2), 101–115. https://doi.org/10.21043/jece.v8i2.18456
Hikmah, N. (2023). Holistic Islamic education in early childhood learning: Integrating spirituality and cognitive development. International Journal of Early Childhood Education Studies, 15(1), 55–70. https://doi.org/10.15294/ijeces.v15i1.62345
Hirlan, H., & Mukminah, N. (2025). The role of religious habituation in shaping moral character among preschool children. Journal of Educational and Social Research, 15(1), 95–104. https://doi.org/10.36941/jesr-2025-0010
Learning Method Innovation. (2024). Holistic learning strategies for early childhood development in contemporary education. Journal of Childhood Learning and Development, 9(3), 120–132. https://doi.org/10.1080/jcld.2024.00321
Lillard, A. (2017). Montessori: The science behind the genius. Journal of Montessori Research.
Nurdin, A., & Hidayati, N. (2020). Islamic character education in early childhood learning. Journal of Early Childhood Education Studies, 9(2), 112–120.
Nurizah, S., & Amrullah, M. (2024). Implementation of Islamic values in early childhood education through daily habituation activities. Al-Athfal: Journal of Early Childhood Islamic Education, 7(2), 150–162. https://doi.org/10.14421/al-athfal.2024.72-05
Pd, E. M., & Nurfadila, M. Y. (2026). Addressing Educational Inequality in Indonesia: Policy Challenges and Digital Solutions for Disadvantaged Regions. Edelweiss: Journal Of Innovation In Educational Research, 3(3).
Putri, R., & Maulana, A. (2021). Integrating Islamic values in early childhood learning. Journal of Islamic Education Research, 5(1), 45–56.
Rahman, F., Fitriani, S., & Sari, D. (2023). Holistic learning approaches in early childhood education. International Journal of Early Childhood Education, 15(1), 67–78.
Ranudantha, G., & Fauziah, P. Y. (2024). The effectiveness of Montessori-based learning environments in fostering children's autonomy. International Journal of Early Childhood Education, 30(1), 33–48. https://doi.org/10.1007/s13158-023-00345-2
Rohmah, S., & Lestari, P. (2019). Holistic education for early childhood development. Journal of Childhood Education Studies, 7(1), 25–34.
Setiawan, H., & Amalia, R. (2022). Implementation of the Montessori method in early childhood classrooms. Journal of Educational Innovation, 14(2), 90–101.
Suryana, D., & Hijriani, A. (2021). Holistic-integrative early childhood education to develop children's multiple intelligences. Jurnal Pendidikan Anak Usia Dini, 15(2), 119–130. https://doi.org/10.21009/jpud.152.03
Wijaya, R., & Hasanah, L. (2018). Character education through religious habituation in early childhood. Journal of Islamic Early Childhood Education, 3(2), 55–63.
Yuliana, E., & Santoso, B. (2022). Developing children’s independence through Montessori-based activities. Journal of Early Childhood Learning, 10(2), 78–88.