Implementation of Qur'an Learning in Shaping Early Childhood Reading Ability and Religious Character

Abstract

Early childhood is a critical period for developing both cognitive abilities and religious character, yet in practice, Qur’anic learning at this level is often still oriented toward memorising hijaiyah letters without optimal integration of the internalisation of moral values. This creates a gap between children’s ability to read the Qur’an and the formation of consistent religious behaviour. Therefore, this study aims to analyse the implementation of Qur’anic learning in developing reading skills and religious character of early childhood students at TK Alquran Sullamus Saniyah Unit 395 Martapura, as well as to examine how interactive learning approaches can bridge this gap. This research employs a qualitative case study approach to obtain an in-depth understanding of learning practices in their real-world context. Data were collected through participatory observation and in-depth interviews with three key informants: the principal, Qur’an teachers, and parents. The findings reveal that the use of interactive learning methods, such as repeated recitation of hijaiyah letters, Islamic songs, and educational games, effectively improves children’s Qur’anic reading skills while fostering religious character values, including discipline, patience, respect, and empathy. These outcomes are further strengthened through routine activities such as memorising daily prayers and performing dhikr, which support the internalisation of religious values in children’s daily behaviour. The novelty of this study lies in the formulation of an integrative Qur’anic learning model based on interactive, experiential (learning-by-doing) approaches that simultaneously enhance religious literacy and character formation in early childhood.