Instilling Religious Values Through Habituation Activities at Dharma Wanita Kindergarten Unhas
Keywords:
Religious Values, Habituation, Early Childhood EducationAbstract
This research explores the implementation and impact of religious value cultivation through habituation activities in early childhood education at TK Dharma Wanita Universitas Hasanuddin. Using a descriptive qualitative case study design, the research involved three teachers and 30 children (ages 5-6) from groups A and B as participants. Data were collected through structured observations (12 sessions over 6 weeks), semi-structured interviews with teachers and parents, and documentation. Thematic analysis revealed four main themes: (1) systematic implementation of daily religious habituation practices, (2) teacher modeling as a key mechanism for value internalization, (3) progressive development of religious behaviors in children, and (4) supportive environmental factors and challenges. Findings indicate that consistent habituation activities—including praying before and after activities, exchanging Islamic greetings, fostering gratitude, and teacher role modeling—effectively support the internalization of religious values. Children demonstrated significant improvements in discipline (80% increase in prayer participation consistency), gratitude expression (65% increase in saying "Alhamdulillah"), respectful behavior (75% increase in greeting etiquette), and responsibility (70% improvement in mosque cleanliness maintenance). These results suggest that well-planned and consistently implemented habituation activities, supported by authentic teacher modeling and family-school collaboration, significantly contribute to religious character formation in early childhood education.
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