IMPLEMENTASI METODE PEMBIASAAN HAFALAN HADIS PADA ANAK USIA 4-5 TAHUN DI TK ‘AISYIYAH BUSTANUL ATHFAL (ABA) POKOH SLEMAN

Arizka Amalia Sholiha, NIM.: 21104030043 (2025) IMPLEMENTASI METODE PEMBIASAAN HAFALAN HADIS PADA ANAK USIA 4-5 TAHUN DI TK ‘AISYIYAH BUSTANUL ATHFAL (ABA) POKOH SLEMAN. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Children aged 4-5 years are in crucial stage of development in shaping behavior that serves as the foundation for their future lives. TK ‘Aisyiyah Bustanul Athfal (ABA) Pokoh Sleman was chosen as the research site because it is an educational institution that consistenly applies the habituation method of hadith memorization in learning activities. This method not only focuses on memorization but also successfully shapes and changes children’s behavior in a more positive direction through the teachings of hadith. The purpose of this study is to describe the implementation of the habituation method, the results obtained from the method, and to identify the supporting and inhibiting factors in itss application. This study used a descriptive qualitative approach aimed at providing detailed and in-depth descriptions. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through three stages data reduction, data presentation, and conlusion drawing and verification. To ensure the validity of the data, this study used triangulation techniques, including both methodological and source triangulation, to test the accuracy of the information from various perspectives. The result showed that the implementation was carried out consistenly and systematically, with careful initial planning, classroom application, and evaluation. Success was evident as children were able to memorize 8-10 hadiths and apply them in daily life. Supporting factors included a comfortable classroom environment, teacher creativity, instructional manuals, and collaboration between teachers and parents. Inhibiting factors included differences in children’s abilities and the teacher’s physical condition. These obstacles were addressed thorough repetition and individualized approaches. Overall, this method proved to be effective, as reflected in children’s more positive behavioral changes

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