Penelitian ini dilatarbelakangi oleh pentingnya kemandirian pada anak usia dini melalui pendekatan pembiasaan. Penelitian ini untuk mendeskripsikan dan menganalisis peran guru dalam kemandirian anak usia 5-6 tahun (kelompok B) melalui pembiasaan sholat dhuha di RA Islam Intan Surabaya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian meliputi 1 kepala sekolah, 2 guru kelas Kelompok B, dan 36 anak (18 laki-laki dan 18 perempuan). Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, lalu dianalisis melalui reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembiasaan sholat dhuha dilaksanakan secara terstruktur melalui tahapan persiapan fisik, pengondisian mental konkret (sounding aturan, motivasi ibadah, doa/hadis harian), dan aturan konsisten. Guru berperan dominan sebagai fasilitator, pembimbing, dan demonstrator yang memberikan keteladanan konkret. Pembiasaan ini berdampak pada aspek inisiatif dimana anak mampu menyiapkan perlengkapan ibadahnya secara mandiri serta meningkatnya kedisiplinan tata tertib berjamaah. Meskipun demikian, pada indikator tanggung jawab penyelesaian tugas komplek seperti melipat sajadah (anak laki-laki) dan mukena (anak perempuan), anak masih membutuhkan pendampingan fisik (scaffolding) dan penguatan positif berkelanjutan berupa pengingat (sounding) tiap sholat, pujian verbal, serta reward (stiker bintang dan kartu prestasi). Dengan demikian, kegiatan pembiasaan praktik sholat dhuha terbukti dapat menumbuhkan kemandirian anak usia dini disertai penadampingan secara bertahap.


Deskripsi Lain

This study is motivated by the importance of early childhood independence through habituation approaches. It aims to describe and analyze the role of teachers in fostering the independence of children aged 5–6 years (Group B) through the habituation of Dhuha prayer at RA Islam Intan Surabaya. This study employs a qualitative approach with a descriptive research design. The research subjects include 1 school principal, 2 Group B class teachers, and 36 children (18 boys and 18 girls). Data were collected through observation, in-depth interviews, and documentation, and then analyzed using data reduction, data display, and conclusion drawing.The results show that the implementation of Dhuha prayer habituation is carried out in a structured manner through physical preparation stages, concrete mental conditioning (rule sounding, worship motivation, daily prayers/hadith), and consistent rules. Teachers play a dominant role facilitators, guides, and demonstrators who provide concrete role models. This habituation impacts the aspect of initiative—where children are able to prepare their worship equipment independently—as well increasing discipline regarding congregational order and rules. Nevertheless, in indicators of complex task completion, such folding prayer mats (sajadah) for boys and prayer veils (mukena) for girls, children still require physical assistance (scaffolding) and continuous positive reinforcement in the form of reminders (sounding) during every prayer, verbal praise, and rewards (star stickers and achievement cards). Thus, the habituation practice of Dhuha prayer is proven to foster early childhood independence when accompanied by sustained guidance.This study was motivated by the importance of developing early childhood independence through the habituation of religious values in Dhuha prayer practice.