Applying Behaviorist Principles to Obligatory Prayer Habituation among Prospective Madrasah Ibtidaiyah Teachers

Abstract

This study aims to examine changes in religious behavior through the application of behaviorist theory in the habituation of obligatory prayers among students. The study employed a descriptive qualitative design involving twelve fourth-semester students of the Madrasah Ibtidaiyah Teacher Education (PGMI) program and one supervising lecturer at UIN Fatmawati Sukarno Bengkulu. The study was conducted over a four-week period. Data were collected through participatory observation, semi-structured interviews, behavioral modification diaries, and supporting documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), which involves data reduction, data display, and conclusion drawing and verification. Behavioral changes were examined descriptively by comparing observed prayer routines, reported prayer frequency, response latency, and patterns of external prompting throughout the observation period. The findings indicate that prayer habituation was supported by three interconnected strategies: identifying stimulus controls and sources of interference, structuring the physical and social environment to facilitate prayer, and applying positive reinforcement to encourage behavioral consistency. Descriptively, mean response latency decreased from 15.5 minutes in Week 1 to 7.2 minutes in Week 4, and the number of participants still using artificial reminders decreased from 10 to 5 of 12; these patterns are reported descriptively and are not interpreted as evidence of causal effects. The study concludes that a structured behaviorist framework can provide educational support for developing religious habituation and character among prospective elementary school teachers.