Ika Destiana Sari, Latifatus Sa’adah, Moh. Imam Mudi Al Ghofiqi

Developing Early Childhood Discipline through the Habituation of Shalat Dhuha at Raudhatul Athfal Fatimah Az-Zahra Mulia

Introduction

Developing early childhood discipline through the habituation of shalat dhuha at raudhatul athfal fatimah az-zahra mulia. Explore early childhood discipline development through Shalat Dhuha habituation at RA Fatimah Az-Zahra. Study reveals positive impacts on punctuality, order, and religious character.

Abstract

This study aims to explore the role of habituating congregational dhuha prayer in fostering discipline among early childhood students at RA Fatimah Az-Zahra Mulia Randublatung Blora. Employing a qualitative method with a case study approach through observation and interviews, the findings reveal that the routine practice of congregational dhuha prayer has a positive impact on children’s discipline development. The students become accustomed to arriving on time, lining up orderly, following instructions, and consistently performing worship. Challenges encountered include low participation, limited internal motivation, and insufficient parental involvement. Through engaging approaches, teacher role modeling, and parental collaboration, this activity proves effective in instilling discipline while simultaneously strengthening children’s religious character from an early age.

Review

The paper "Developing Early Childhood Discipline through the Habituation of Shalat Dhuha at Raudhatul Athfal Fatimah Az-Zahra Mulia" presents a timely and pertinent exploration into the intersection of religious practice and character development in early childhood. The focus on *Shalat Dhuha* as a vehicle for instilling discipline offers a unique and culturally specific approach to a universal challenge in early education. The qualitative case study methodology, utilizing observation and interviews, is well-suited to uncover the nuanced impacts of this intervention. The findings, indicating positive effects on punctuality, orderly conduct, obedience, and consistent worship, suggest a promising pathway for fostering discipline and religious character from a young age. While the qualitative approach effectively identifies positive impacts, the abstract could benefit from further detail regarding the operationalization and specific indicators of "discipline" observed. For instance, how were these behaviors systematically recorded and analyzed? The study commendably highlights challenges such as low participation, limited internal motivation, and insufficient parental involvement. While the abstract mentions "engaging approaches, teacher role modeling, and parental collaboration" as solutions, a more detailed description of these strategies would strengthen the paper, offering practical insights for other educators facing similar hurdles. Understanding the specific nature of these challenges and the precise interventions used to overcome them is crucial for replication and broader applicability. This study makes a valuable contribution to the field of early childhood education by demonstrating the potential of integrating religious rituals into disciplinary frameworks. Its findings hold significant practical implications for faith-based educational institutions seeking holistic child development. Future research could expand upon this work by exploring the long-term effects of such habituation, conducting comparative studies with other disciplinary interventions, or delving deeper into the psychological mechanisms through which routine religious practice translates into observable disciplinary behaviors. Overall, this paper offers a thoughtful examination of an underexplored area and is a commendable addition to the literature on character education in early childhood.

Full Text

Comments

You need to be logged in to post a comment.