The Existence of Early Childhood Islamic Education in a Multicultural Society: A Field Introductory Study at Al Banna PAUD Bali

Abstract

This study aims to describe the existence of early childhood Islamic education in a multicultural society through a Field Introduction Study (SPL) at Al Banna Early Childhood Education (PAUD) in Bali. The study used a qualitative approach with a descriptive research type. Data were collected through observation, interviews, and documentation of the principal, teachers, and the school's learning environment. The results of the study indicate that the presence of Islamic education in a non-Muslim-majority environment can be sustained by strengthening Islamic school culture, adaptive Qur'an learning, religious habits, and building harmonious social relationships with the surrounding community. The school implements various Islamic habits such as reciting prayers, memorizing the Qur'an, praying in congregation, and instilling good manners in children's daily lives. In addition, the school also builds synergy with parents through various family involvement programs in learning activities. In Bali's multicultural society, the school demonstrates a tolerant, open attitude while maintaining its Islamic identity. The results of this study indicate that early childhood Islamic education can develop in a moderate, inclusive, and adaptive manner in a pluralistic society by strengthening school culture, teacher role models, and collaboration among the school, family, and community.