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

Abstract

Early childhood is a critical period for developing cognitive abilities and religious character. However, Qur’anic learning at this stage often emphasises memorising hijaiyah letters without adequately integrating moral value internalisation, creating a gap between reading proficiency and consistent religious behaviour. This study aims to analyse the implementation of Qur’anic learning in developing early childhood students’ reading skills and religious character at TK Alquran Sullamus Saniyah Unit 395 Martapura, while examining how interactive learning approaches address this gap. A qualitative case study design was employed to explore learning practices in their real-life context. Data were collected through participatory observation and in-depth interviews with three key informants: the principal, Qur’an teachers, and parents. The findings indicate that interactive learning methods, including repeated recitation of hijaiyah letters, Islamic songs, and educational games, effectively improve children’s Qur’anic reading skills while fostering religious character values such as discipline, patience, respect, and empathy. These outcomes are reinforced through routine religious activities, including memorising daily prayers and performing dhikr, which facilitate the internalisation of Islamic values in children’s everyday behaviour. The study proposes an integrative Qur’anic learning model based on interactive and experiential (learning-by-doing) approaches that simultaneously strengthens religious literacy and character formation in early childhood. This model contributes theoretically to the development of holistic Islamic education by integrating cognitive, affective, and behavioural dimensions, while offering a practical framework for implementing engaging and structured Qur’anic learning in early childhood education settings.