Rizka Auliah Hasibuan

Implementasi Pendidikan Karakter Religius Melalui Kegiatan Pembiasaan Harian pada Anak Usia Dini di Yayasan Taman Pendidikan TPQ/RA Wahyu

Introduction

Implementasi pendidikan karakter religius melalui kegiatan pembiasaan harian pada anak usia dini di yayasan taman pendidikan tpq/ra wahyu. Implementasi pendidikan karakter religius anak usia dini di Yayasan Wahyu TPQ/RA. Melalui pembiasaan harian, anak tingkatkan doa, etika, dan kesadaran berbagi. Model praktik baik.

Abstract

This community outreach activity was conducted at the Wahyu TPQ/RA Foundation, focusing on the implementation of religious character education through daily habituation activities for early childhood. The main issue behind this activity is the importance of instilling religious values ​​from an early age to shape a generation with noble morals and Islamic character. The method used was a qualitative method with a participatory approach, through observation, interviews, and documentation during religious habituation activities such as prayers before and after studying, reading short surahs, practicing congregational prayers, and Friday Infaq activities. The results of the activity showed a significant increase in children's involvement in religious activities and their consistency in carrying out positive habits. Children became more accustomed to prayer, their manners improved, and an awareness of sharing emerged through infaq activities. These findings are in line with the theory of habituation (habit formation), which emphasizes repetition as a strategy for forming character. This activity contributes to the development of science in the field of early childhood education, particularly in the aspect of religious character education, and can be a model of good practice that can be replicated by similar educational institutions.

Review

This submission presents an insightful qualitative study on the implementation of religious character education in early childhood at the Wahyu TPQ/RA Foundation. The paper effectively addresses the crucial need for instilling religious values from an early age to cultivate noble morals and Islamic character. Utilizing a participatory qualitative methodology involving observation, interviews, and documentation, the research meticulously explores daily habituation activities such as prayers, surah recitations, and infaq. The findings indicate a positive and significant impact, demonstrating increased children's involvement, improved manners, and a nascent awareness of sharing, all of which align well with the theory of habituation. A notable strength of this work lies in its practical application and direct relevance to early childhood education practitioners. The detailed examples of daily habituation activities provide a clear roadmap for how religious character can be effectively integrated into routine educational settings. The alignment of the observed outcomes with the theory of habituation strongly reinforces the pedagogical approach, offering theoretical grounding for the practical interventions. Furthermore, the study's ability to demonstrate tangible improvements in children's behavior and their engagement in religious practices highlights its success and potential as a replicable model. This contribution is particularly valuable for educational institutions seeking to foster holistic development encompassing spiritual and moral dimensions. While the abstract clearly outlines a successful intervention, a more detailed account of the study's duration, the number of children involved, and a deeper exploration of the specific qualitative data gathered (e.g., verbatim quotes from interviews or detailed observational anecdotes) would significantly enhance the paper's robustness. Future research could benefit from exploring the long-term impacts of these habituation activities as children transition to higher educational stages, or by employing comparative studies with institutions using different character education methodologies. Nonetheless, this study serves as an excellent foundational piece, offering valuable insights into the efficacy of daily habituation in religious character formation for early childhood and providing a strong basis for future expanded research and practical implementation across similar educational contexts.

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