Dahlia Summayah Sitorus

Implementasi Pemahaman Keagamaan Guru terhadap Pembinaan Sikap Religius Anak Usia Dini di Yayasan Taman Pendidikan TPQ/RA Wahyu Medan

Introduction

Implementasi pemahaman keagamaan guru terhadap pembinaan sikap religius anak usia dini di yayasan taman pendidikan tpq/ra wahyu medan. Pelajari implementasi pemahaman keagamaan guru dalam membentuk sikap religius anak usia dini di TPQ/RA Wahyu Medan. Temukan keberhasilan, tantangan, dan rekomendasi untuk penguatan pendidikan karakter berbasis agama.

Abstract

Teachers’ religious understanding plays a vital role in shaping early childhood religious attitudes through systematic, consistent, and contextual guidance. This study aims to analyze the implementation of teachers’ religious understanding in fostering children’s religious attitudes at Yayasan Taman Pendidikan TPQ/RA Wahyu Medan. The research applied a qualitative method with a descriptive approach, using in-depth interviews, observations, and documentation to explore teachers’ experiences in religious nurturing practices. The findings revealed that teachers have successfully integrated religious values into learning activities, such as collective prayers, memorization of short Qur’anic surahs, greeting habits, and prayer exercises. However, challenges remain, including limited use of interactive learning media and low parental involvement in supporting religious habituation at home. These findings imply that teachers’ religious understanding should be enhanced through continuous training and strengthened collaboration with parents to optimize the fostering of children’s religious attitudes. This study contributes to the development of early childhood education, particularly in strengthening character education based on religious values.

Review

This study critically examines the implementation of teachers’ religious understanding in fostering religious attitudes among early childhood students at Yayasan Taman Pendidikan TPQ/RA Wahyu Medan. The abstract effectively highlights the paper's relevance, emphasizing the vital role of systematic, consistent, and contextual guidance in early childhood religious development. The chosen qualitative method with a descriptive approach, utilizing in-depth interviews, observations, and documentation, appears well-suited for exploring the nuanced experiences and practices of teachers within this specific educational context. The findings presented reveal commendable successes in translating teachers' religious understanding into practical learning activities. The authors illustrate how religious values are effectively integrated through concrete examples such as collective prayers, memorization of short Qur’anic surahs, fostering greeting habits, and practical prayer exercises. These insights provide valuable empirical evidence of effective pedagogical strategies in religious character education for young children and underscore the direct contribution of this study to the development of early childhood education focused on value-based character strengthening. However, the study judiciously identifies two critical challenges: the limited use of interactive learning media and insufficient parental involvement in reinforcing religious habits at home. These limitations offer important avenues for future development and research. The implications drawn—continuous teacher training and strengthened parent-teacher collaboration—are highly relevant and practical. While the abstract provides a solid overview of the 'what' and 'how,' it implicitly suggests the need for future work to explore the *impact* of specific training interventions and to identify empirically validated strategies for enhancing parental engagement, thereby further optimizing the fostering of religious attitudes in early childhood.

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