Khairunnisa Ulfadhilah, Siti Aisyah, Ilman Nafi’a, Hajam Hajam

Peran PAI untuk Menumbuhkan Nilai-Nilai Spiritual melalui Psikologi AUD

Introduction

Peran pai untuk menumbuhkan nilai-nilai spiritual melalui psikologi aud. Pelajari peran PAI dalam menumbuhkan nilai spiritual & membentuk karakter anak usia dini melalui psikologi AUD. Optimalkan perkembangan moral & mental anak.

Abstract

Pendidikan agama Islam yakni menumbuhkan nilai-nilai spiritual pada anak usia dini, terutama jika dilihat dari perspektif psikologi anak. Proses pendidikan sejak dini merupakan fase krusial dalam pembentukan karakter dan kepribadian anak. Dalam konteks ini, pengajaran nilai-nilai agama Islam di PAUD Darussalam dapat memberikan landasan moral yang kuat bagi anak, membantu mereka memahami konsep kebaikan, kejujuran, dan tanggung jawab. Metode pembelajaran yang interaktif dan menyenangkan, seperti cerita-cerita teladan dari Nabi dan kisah-kisah inspiratif, anak-anak dapat lebih mudah mencerna ajaran agama tersebut. Selain itu, pendidikan agama juga berfungsi sebagai sarana untuk membangun rasa kepercayaan diri dan rasa memiliki, yang merupakan komponen penting dalam perkembangan psikologis anak. Dengan pengajaran yang tepat, anak-anak diajarkan untuk melihat dunia dari sudut pandang yang lebih positif dan penuh toleransi. Hal ini berkontribusi dalam pembentukan kepribadian yang seimbang, serta kemampuan untuk menghadapi tantangan hidup dengan sikap yang optimis.

Review

This paper, titled "Peran PAI untuk Menumbuhkan Nilai-Nilai Spiritual melalui Psikologi AUD," addresses a highly relevant and critical area concerning the integration of Islamic Religious Education (PAI) with early childhood development. The abstract effectively introduces the core objective: fostering spiritual values in young children, specifically through the lens of child psychology. It emphasizes the foundational role of early education in shaping character and personality, setting a clear context for the importance of PAI in this crucial developmental stage, asserting that early intervention provides a strong moral groundwork. The abstract highlights several compelling arguments for the efficacy of PAI, particularly as implemented at PAUD Darussalam. It proposes that an interactive and enjoyable learning methodology, incorporating stories of Prophets and inspirational tales, can significantly enhance children's comprehension and internalization of religious teachings. Furthermore, the paper posits that PAI contributes profoundly to building self-confidence, a sense of belonging, and a positive, tolerant worldview. These elements are rightly identified as crucial components of holistic psychological development, contributing to a balanced personality and an optimistic outlook in facing life's challenges. The theoretical link between spiritual education and positive psychological outcomes for young children is well articulated. While the abstract presents a robust theoretical framework and convincingly argues for the benefits of PAI, its current form, as an abstract, naturally leaves some methodological and empirical questions unanswered. A full paper would benefit immensely from detailing the specific psychological theories of early childhood development being employed (e.g., relevant theories from Piaget, Vygotsky, or Erikson for moral/spiritual development), the precise pedagogical strategies beyond general "interactive and enjoyable" methods, and how the effectiveness of fostering spiritual values and psychological components (like self-confidence or tolerance) is measured or observed. Future work or the complete manuscript should provide empirical evidence or a detailed case study methodology from PAUD Darussalam to substantiate these important claims, thereby strengthening the paper's scientific contribution beyond a theoretical discussion.

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