Implementation of Early Literacy Learning Based on Islamic Education Values Through the Beyond Centers and Circle Time (BCCT) Approach at MIS Muhammadiyah Takengon
DOI:
https://doi.org/10.37249/jomess.v2i2.1699Keywords:
Early literacy, Islamic education values, BCCT, Child-Centered Learning, Character EducationAbstract
This study aims to analyze the implementation of early literacy learning based on Islamic Education (PAI) values through the Beyond Centers and Circle Time (BCCT) approach at MIS Muhammadiyah Takengon, Central Aceh. The BCCT model emphasizes active, holistic, and child-centered learning that integrates play, exploration, and moral reflection. Using a qualitative descriptive approach, the research investigates how teachers integrate Islamic educational values into early literacy activities and how this integration affects students’ cognitive and spiritual development. Data were collected through observations, interviews, and document analysis involving first-grade teachers and students. The findings reveal that the BCCT approach effectively enhances children’s reading and writing readiness while cultivating Islamic character through meaningful play and literacy centers. Teachers integrated storytelling, Islamic reading materials, and reflective discussions during circle time to foster moral values such as honesty, gratitude, and discipline. Challenges included time management and limited access to literacy materials reflecting Islamic content. The study concludes that BCCT-based literacy learning can holistically nurture children’s intellectual and moral foundations when implemented by creative, reflective, and spiritually conscious teachers.
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