MODEL PENDIDIKAN SPIRITUAL DALAM PEMBIASAAN NILAI-NILAI KEAGAMAAN PADA ANAK USIA DINI (Studi Kasus TK Bina Insan Mandiri School Purwokerto Selatan)

Nur Hafidz, NIM.: 20204031015 (2022) MODEL PENDIDIKAN SPIRITUAL DALAM PEMBIASAAN NILAI-NILAI KEAGAMAAN PADA ANAK USIA DINI (Studi Kasus TK Bina Insan Mandiri School Purwokerto Selatan). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Every child has spiritual needs that must be met. The need for spiritual values must be instilled from belief to the obligation to understand religious values from an early age. If spiritual values are not fulfilled, they will experience problems that have an impact in the future. From here, educational institutions should determine the appropriate model of spiritual education. The purpose of the study was to examine the model of spiritual education in the habituation of religious values in early childhood. Qualitative-descriptive research method. The data collection techniques were observations conducted at BIMS Purwokerto Kindergarten; interviews with 5 teachers, 5 parents, and 30 children; and documentation in the form of photos of activities, RPPH, RPPM, results of previous research, assessment sheets, and curriculum. Data analysis techniques are, 1) Data reduction, by sorting and selecting data related to the needs of the phenomenon, 2) Data Presentation, systematically describing a number of data information to be presented, 3) Data interpretation, connecting data with theory, and 4) Withdrawal conclusion and verification. Test the validity of the data using the triangulation technique through the back-correction method to support and compare the theory with the field. The results showed that the educational model in the habituation of religious values in early childhood through; 1) Programmed and non-programmed habituation learning. a) Programmed habituation, the teacher drafts a schedule for one semester, parenting, and religious bias. b) Not programmed, there is routine habituation and spontaneous habituation. Habituation of routines such as memorizing short letters, short prayers, greeting smiles, and greetings. Then spontaneous habituation such as giving punishment, reward, advice, and conditioning. 2) Implementation of children's spiritual education model through spontaneous habituation, routine habituation, programmed habituation, and habituation of exemplary. 3) The impact of the success of the child's spiritual education model, namely, first, children develop in religious abilities (knowing the religion they follow and love for fellow creatures created by God); second, have achievements and works; third, imitating prayer movements in sequence and correctly; fourth, recognize good and bad behavior; fifth, respecting the tolerance of other religions and knowing Islamic holidays; sixth, able to pray with good ethics, and stimulate spiritual intelligence and other intelligences.

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