Institutional Repository UIN Sunan Kalijaga YogyakartaKONSTRUKSI PEDAGOGIS REWARD DAN PUNISHMENT YANG AFIRMATIF-NEGOSIATIF: PEMBENTUKAN HABITUS ISLAMI ANAK USIA DINI PADA DUA PAUD ISLAM DI YOGYAKARTANIM.: 19300016128NadlifahauthorStudies on rewards and punishments in early childhood education generally position them as techniques for reinforcing and controlling behavior. This approach explains immediate obedience but fails to determine whether children's obedience reflects the ingraining of values or merely a response to rewards, reprimands, fear, and supervision. In Islamic education, this issue is crucial because discipline also aims to foster good manners, trustworthiness, mercy, responsibility, independence, and the practice of worship. Previous research has discussed the normative basis of rewards and punishments, behavioral reinforcement, and religious habits. Still, it has not shed much light on the relationship between rewards and corrections, institutional structures, teachers' symbolic authority, children's responses, and school-family continuity. This study examines the practice of rewards and punishments at RA IT Mu'adz Bin Jabal 1 and TK ABA Sapen Yogyakarta, their contribution to the initial process of Islamic habitus formation, and the affirmative-negotiative pedagogical constructs that can be formulated from the practices of both institutions. The study employed a qualitative approach with a comparative ethnographic design focused on two school sites. Data were obtained through repeated observations, in-depth interviews with school principals, teachers, and parents or guardians, as well as documentation of policies, learning activities, and pedagogical artifacts. Information on children's behavior at home was used for triangulation, rather than as ethnographic observations of families. Data were analyzed through condensation, thematic coding, data presentation, intra-case analysis, and cross-site comparisons. Because the study was not longitudinal, it focused on initial processes and dispositional tendencies, rather than on proving established Islamic habitus. The findings indicate that rewards and punishments acquire meaning through the configuration of the arena, institutional culture, pedagogical capital and symbolic authority of teachers, children's responses, peers, and school-family relations. First, RA IT Mu'adz Bin Jabal 1 demonstrates a more structured religious-Quranic discipline through the habituation of worship, memorization, etiquette, independence, and institutional control. In contrast, TK ABA Sapen demonstrates a dialogical-cultural discipline through the values of Keaisyiyahan and KeMuhammadiyahan, a child-friendly culture, conflict mediation, and local etiquette. Second, Islamic habitus is understood as the initial process of sedimenting religious-moral dispositions, marked by valued behavior that begins to emerge relatively spontaneously, can be explained simply by children, involves correcting mistakes and restoring relationships, and is reused in different situations. This process remains fragile because children's emotions influence it, the consistency of teachers, peers, family, and the digital environment. Third, the study formulates an affirmative-negotiative approach as a pedagogical framework. Affirmative rewards are proportional recognition of values, efforts, progress, and behavioral improvements without making goodness a reward transaction. Negotiated punishment is an educational consequence that helps children understand the consequences of their actions, correct mistakes, and restore relationships without intimidation, humiliation, or harm. Moral values are not negotiated, but understanding of events, pedagogical responses, responsibilities, and paths to improvement are discussed in context. This construct is not a final theory or a proven model, but rather a conceptual framework for organizing Islamic early childhood education discipline through clear boundaries, compassion, dialogue, recognition of values, relevant consequences, and opportunities for self-improvement.372.21 Pendidikan Pra Sekolah/Pendidikan Anak Usia Dini2026-08-26UIN SUNAN KALIJAGA YOGYAKARTA;PASCASARJANAThesis

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