Social Cognitive Learning in Early Childhood Islamic Prayer Education
DOI:
https://doi-reg.org/10.21324/jpip.v19i2.98212Abstract
Early childhood Islamic education requires teaching that connects observation, recall, supported practice, and motivation. This study describes the application of a social cognitive approach to daily supplications and prayer recitation at RA Plus Jâ-alHaq, Bengkulu. A qualitative descriptive design combined classroom observation, semi-structured interviews, and documentation during March–April 2026. Group B2 was the principal observation group, while Group B1 supplied supporting information. Analysis used data reduction, display, and verification, supported by source and technique triangulation. The findings identify teacher modelling, repeated recitation, practical demonstration, and positive reinforcement as interconnected instructional practices. In B2, 18 of 21 children were rated at or above expected development for daily supplication, while reported attainment varied across the supporting group and prayer tasks. These distributions describe classroom attainment rather than pre–post gains. The study contributes a contextual account of how attention, retention, reproduction, and motivation are enacted in everyday religious learning. The findings suggest that task-specific observation, patient assistance, and consistent adult examples are central to developmentally responsive religious teaching.
Keywords: Modelling; Prayer; Kindergarten; Motivation; Habituation
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Copyright (c) 2026 Irfa Rizka Amelia S, Nelly Marhayati, Buyung Surahman
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