Internalization of Islamic Values ​​through Early Literacy Activities at PAUD Makanatut Thalibin, Aluh-Aluh District, Banjar Regency, South Kalimantan

Abstract

Early childhood is a formative period for developing intellectual, social, emotional, moral, and spiritual capacities. This study describes how Islamic values are internalized through early literacy activities at PAUD Makanatut Thalibin, Aluh-Aluh District, Banjar Regency, South Kalimantan. It employed a descriptive qualitative case-study approach. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that literacy activities—including letter and number recognition, storytelling, discussions, drawing-based narratives, Islamic songs, and listening to Islamic storybooks—serve not only to develop language skills but also to introduce politeness, honesty, responsibility, compassion, mutual assistance, and recognition of God as the Creator. Teachers integrate these values through habituation, role modeling, Islamic expressions, repetition and recalling, reflective questions, and links between literacy themes and religious occasions. Supporting factors include teacher collaboration, parental involvement, and institutional support. Constraints include limited age-appropriate Islamic reading materials, diverse family backgrounds, and limited specialized teacher training. Teachers respond by developing their own materials, using digital resources, and strengthening communication with parents. The study highlights early Islamic literacy as an integrated means of language development and character education.