Article Sidebar

Download
Download Article

Main Article Content

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.

Keywords

Religious Habits Ubudiyah Skills Noble Character Early Childhood Education SKUA

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Jannah, M., & Ismail, I. (2026). Implementation of Religious Habituation in Enhancing Worship Skills and Noble Character of Early Childhood Children. Golden Ratio of Data in Summary, 6(2), 140–147. https://doi.org/10.52970/grdis.v6i2.2148
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Ahmad, R., & Farid, S. (2022). Habitual religious practice in early childhood education: Effects on moral and cognitive development. Journal of Early Childhood Studies, 12(2), 45–60.
  2. Ananta, F., & Rizky, W. (2025). Implementing values of Islamic religious education in early childhood. Anakta: Jurnal Pendidikan Islam Anak Usia Dini. https://doi.org/10.35905/anakta.v4i1.12801
  3. Farhan, M., & Rahim, A. (2021). Ritual participation and psychomotor mastery: Implications for Islamic education. Early Learning Journal, 5(1), 22–35.
  4. Febrian, H., Kusuma, I., & Harjanto, D. (2025). Teacher role modeling and value internalization in Islamic preschool habituation programs. International Journal of Religious Education in Early Childhood, 7(1), 78–95.
  5. Febriyanti, B. K., & Supriyadi. (2023). Fostering religious character in elementary school students: Insights from religious habituation activities. Indonesian Journal of Islamic Studies, 11(3). https://doi.org/10.21070/ijis.v11i3.1678
  6. Firdaus, T., Sitika, A. J., & Rukajat, A. (2025). Model of internalization of akhlakul karimah values through habituation of Islamic manners in early childhood education. Muaddib: Islamic Education Journal. https://doi.org/10.19109/muaddib.v8i2.31752
  7. Grahmayanuri, L., Wijaya, R., & Nugroho, F. (2025). Exemplary behavior and character formation in early childhood Islamic pedagogy. Journal of Islamic Early Childhood Education, 8(1), 101–119.
  8. Hadi, T., Sari, P., & Latifah, M. (2025). Habitual spiritual routines and holistic child development: An empirical investigation. Journal of Child Development and Religion, 11(1), 13–32.
  9. Hafidz, N., Jauhari Ma’mun, A. A., & Syifa, W. A. (2025). Religious education through habituation of practices in early childhood. Journal of Religious Education Models, 5(1), 1–18.
  10. Hanipudin, S., & Munawaroh, R. (2023). Implementation of religious habituation methods in early childhood. Journal of Islamic Education Practice, 21(2), 143–158.
  11. Harsyi, R. F., & Mukminah, S. (2024). Creative strategies for engaging religious habituation in Islamic preschools. Journal of Early Childhood Curriculum Innovation, 9(3), 55–74.
  12. Hasanah, U., & Putra, D. (2022). Spiritual routines and social–emotional development in early learners. Journal of Child Spirituality and Learning, 14(3), 66–82.
  13. Hasibuan, R. A. (2025). Daily religious habituation and character development in early childhood. Islamic Education and Character Studies, 2(4), 89–107.
  14. Instilling faith and morals through Islamic habituation methods. (2024). Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al Amin, 6(2), 70–92. https://doi.org/10.54723/ejpgmi.v4i1.326
  15. Jazuli, M. A. (2025). Family involvement and the reinforcement of religious values in preschool settings. Journal of Family and Religious Education, 3(1), 102–120.
  16. Khalid, N. (2022). Developmentally appropriate religious education for preschool children. Educational Horizons, 11(2), 55–70.
  17. Lestari, I., & Aryanti, Z. (2024). Application of habituation and singing methods in forming character religious and moral values in early childhood. Journal of Islamic Education Students (JIES), 4(1), 107–119. https://doi.org/10.31958/jies.v4i1.12287
  18. Mutia Bustamam, A. (2024). Discipline, listening behavior, and character traits in early childhood habituation programs. Early Childhood Behavior and Education Journal, 12(1), 34–49.
  19. Nasution, F., & Lubis, R. (2021). Standardization of ubudiyah and akhlakul karimah competence in RA institutions. Indonesian Journal of Early Childhood Education, 7(1), 34–50.
  20. Pamuji, Z., Roqib, M., Basit, A., & Yahya, M. S. (2024). Religious culture implementation and early childhood character development. Journal of Child Development and Religious Instruction, 181, 66–84. https://doi.org/10.21009/JPUD.181.06
  21. 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).
  22. Rahayu, D., Nugrahaeni, F., & Santika, R. (2025). Islamic curriculum integration for moral and cognitive development in preschools. International Journal of Curriculum Studies in Early Childhood, 13(3), 23–47.
  23. Rahman, H., & Ali, S. (2021). Spiritual development and socio-emotional learning in young children. Asian Journal of Early Childhood Spiritual Education, 6(2), 101–117.
  24. Sobah, A., Sunarso, A., & Pranoto, Y. K. (2023). Family and school collaboration in Islamic habituation practices. Journal of Early Childhood Faith and Family Education, 9(1), 45–67.
  25. Syafri, R., Putri, A., & Noor, L. (2021). Religious habituation and moral behavior in early childhood Islamic schools. Journal of Child Education Research, 13(3), 65–80.
  26. Tiwuk, G. D. L., Yulianingsih, W., & Zakariyah, M. F. (2025). Short surah memorization and discipline development in early childhood education. Journal of Islamic Child Education, 10(1), 139–148.
  27. UNESCO. (2021). Global guidelines on character education in early childhood programs. Paris: UNESCO Publishing.

Similar Articles

1 2 3 4 5 6 7 8 9 > >> 

You may also start an advanced similarity search for this article.