Teachers’ Experiences in Implementing the Madrasah Education Program in Early Childhood Education

Abstract

This study examined the teachers’ experiences in implementing the Madrasah Education Program (MEP) in early childhood education in La Union, focusing on their instructional practices, observed outcomes, challenges, and forms of support needed. A qualitative research design was employed to gain an in-depth understanding of their lived experiences. The participants of this study were teachers implementing the Madrasah Education Program in various schools across La Union. A criterion-based sampling method was used to select the participants. Data were collected through semi-structured interviews guided by open-ended questions. The gathered data were analyzed using Braun and Clarke’s thematic analysis framework to identify recurring themes and patterns. The findings revealed that teachers Implemented the MEP by integrating Islamic teachings and Arabic literacy through play-based and learner-centered approaches. The program fostered learners’ confidence, moral values, and strong Muslim identity. However, challenges such as limited materials, lack of training, and scheduling difficulties hindered smooth implementation. The study highlights the need for continuous professional development, adequate instructional materials, and institutional support to strengthen the delivery of the Madrasah Education Program.