Drawing Activities in Introducing the Pillars of Islam to Early Childhood Learners
DOI:
https://doi.org/10.24252/asma.v8i1.68050Keywords:
drawing activities, Islamic religious education, Pillars of Islam, visual learningAbstract
Instilling Islamic values in early childhood requires learning strategies that are concrete, engaging, and developmentally appropriate. The Pillars of Islam, as fundamental concepts in Islamic teachings, are often difficult for young children to understand when introduced only through verbal explanation and memorization. This study aimed to describe children’s understanding, participation, and learning engagement during drawing activities designed to introduce the Pillars of Islam. A descriptive quantitative approach was employed involving 10 children aged 4–6 years at TK Kasih Ibu. Data were collected through observation, documentation, and assessment of children’s drawings. The observation instrument covered cognitive, affective, and psychomotor aspects and was reviewed by experts to ensure content validity. Data were analyzed using descriptive statistics through mean score calculation, supported by descriptions from observation and documentation. The findings showed that the overall mean score was 2.97, which falls within the Developing as Expected category. Children were actively engaged in drawing activities, were able to use drawing tools appropriately, and began to relate drawings to worship activities in the Pillars of Islam. However, children’s conceptual understanding still required reinforcement through repetition, dialogue, and teacher scaffolding. Therefore, drawing activities can serve as a visual learning strategy that helps children recognize religious concepts in a more concrete and enjoyable way.
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