Teacher Strategies for Developing Religious Character through Short Surah Memorization in an Integrated Islamic Kindergarten

Abstract

This study examines teacher strategies for developing religious character through short-surah memorization in an integrated Islamic kindergarten. Although short-surah memorization is widely practiced in early childhood Islamic education, limited research has examined how teachers integrate this activity into religious character formation. This study investigates instructional strategies, supporting factors, and implementation challenges. A qualitative case-study approach was conducted at Bumi Bahari Pering Integrated Islamic Kindergarten, involving four classroom teachers, one principal, and twenty children as participants. Data were collected through interviews, classroom observations over three months, and documentation analysis, then analyzed thematically. The findings indicate that religious character development was strengthened through three strategies: enjoyable multisensory learning integrating auditory, visual, and kinesthetic stimulation; differentiated instruction adapted to children’s developmental and learning characteristics; and sustained teacher–parent collaboration. Classroom observations showed that repeated recitation, teacher modeling, positive reinforcement, and integration of memorized surahs into daily religious routines encouraged more consistent behavioral expressions. Children demonstrated improved discipline in following classroom routines, greater politeness in interactions, confidence when reciting independently, stronger empathy toward peers, and more active participation in collective religious practices. The findings also reveal that teachers adjusted repetition frequency, learning pace, and instructional assistance according to abilities. Nevertheless, differences in children’s memorization capacities, concentration levels, and parental involvement created challenges requiring support and communication. Overall, short-surah memorization can function beyond cognitive learning as a pedagogical medium for religious character development when embedded in enjoyable instruction, consistent modeling, individualized support, and coordinated school–family engagement.