Islamic Storytelling Method to Improve Disciplinary Behavior of Children Aged 5–6 Years at RA Al-Khairat Tamiang

Abstract

The development of disciplinary behavior from an early age is an essential foundation for children's social-emotional development and their readiness to participate in social life. However, field conditions indicate that the disciplinary behavior of early childhood children at RA Al-Khairat Tamiang is still relatively low, attributed to the dominance of lecture-based learning processes that insufficiently engage children actively. This study aims to describe and analyze the improvement of children's disciplinary behavior through the implementation of the Islamic storytelling method for children aged 5–6 years at RA Al-Khairat Tamiang. The study uses a Classroom Action Research (CAR) design following the Kemmis and McTaggart model, conducted in two cycles, each consisting of three meetings. Research subjects were 20 Group B children (11 boys and 9 girls) at RA Al-Khairat Tamiang. Data collection was conducted through structured observation using an observation sheet containing five disciplinary behavior indicators: tidying up toys after use, sitting in the designated place, not being noisy during learning, disposing of waste properly, and following activities according to rules. Data analysis used a descriptive qualitative approach combined with percentage achievement calculations. The results show a significant improvement: in Cycle I, the average disciplinary behavior achievement reached 65%, which then increased to 95% in Cycle II – surpassing the established success indicator of 80% in the Developing as Expected (BSH) category. The Islamic storytelling method is proven effective as a learning strategy appropriate to early childhood characteristics in forming sustainable disciplinary behavior, operating through four interrelated mechanisms: narrative modeling, emotional engagement, spiritual motivation, and active participation.