Teacher Strategies in Improving Students’ Independence in Worship Through Islamic Habituation at TK Nur Jannah
Keywords:
Teacher Strategies, Worship Independence, Islamic Habituation, Early Childhood, TK Nur JannahAbstract
This article examines teacher strategies for fostering independence in worship through Islamic habituation at TK Nur Jannah. A descriptive qualitative approach was employed to analyze the supplied responses to three teacher interview questions, supported by relevant literature. The interview account describes consistent religious routines, teacher modelling, gradual guidance, positive reinforcement, and collaboration with parents. Activities include greetings, prayers before and after learning, short Quranic surahs, dhikr, and Asmaul Husna. Teachers respond to differences in children’s development through individualized assistance and observe initiative, consistency, and simple explanations of worship practices as early indicators of awareness. The findings represent teachers’ reported practices and interpretations; direct observations and independent verification of children’s outcomes were not provided. The article highlights the importance of supportive, developmentally appropriate habituation and further observation to assess the growth of worship independence.
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