The Implementation of Religious Habituation in Developing Moral Values of Children Aged 5–6 Years

Religious habituation is one approach to instilling moral values in early childhood, yet its practice in resource-limited rural 'Aisyiyah institutions is rarely documented. This study describes the implementation of religious habituation in developing moral values among Group B children (aged 5–6) at TK S 'Aisyiyah Bustanul Athfal, Ulu Talo District, Seluma Regency. A descriptive qualitative design was used. Data were collected on 30 September–7 October 2026 through observation, interviews with the foundation chairperson, a teacher, and a parent, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña with source and technique triangulation. Prayers, greetings, a pledge, the Asmaul Husna, memorization of prayers and short surahs, ablution and Duha prayer practice, exemplary stories, and habits of courtesy and cleanliness were integrated into daily schedules and lesson plans. Teachers acted as role models, patient guides, and providers of positive reinforcement. The child observed in depth showed moral behavior in the "developing as expected" and "developing very well" categories, while others still needed habituation in courtesy, cleanliness, and sharing. Teacher modeling, routines, and parent communication supported the practice, whereas limited time, inconsistent habituation at home, and children's focus hindered it. The findings are contextual, limited to one institution.