Teacher Strategies in Introducing the Concept of Worship to Early Childhood at RA Al-Khairat Tamiang

Abstract

This study aims to analyze teacher strategies in introducing the concept of worship to early childhood at RA Al-Khairat Tamiang, supporting and inhibiting factors, and teacher efforts in overcoming learning obstacles. The study used a qualitative approach with a descriptive research type. Data were obtained through observations of learning activities, interviews with the principal and teachers, and documentation of religious programs. Data analysis included data condensation, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results showed that teachers introduced the concept of worship through strategies of role modeling, habituation, demonstration, direct practice, storytelling, singing, the use of concrete media, positive reinforcement, and collaboration with parents. The materials introduced included daily prayers, purification, prayer movements, reading short surahs, dhikr, charity, maintaining cleanliness, and respecting others. Teachers not only introduced the procedures of worship but also explained their meaning in simple language. The success of the strategy was supported by teacher consistency, a religious school environment, learning media, and family involvement. Learning obstacles included differences in children's abilities, easily distracted attention, inconsistent habits at home, and limited media. Research concludes that introducing worship becomes more effective when teachers integrate concrete examples, routine habits, hands-on practice, play experiences, and family support. These strategies help children recognize worship as a close, enjoyable, and meaningful activity in their daily lives.