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All Journal Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Journal of Islamic Education Research
Intan Wardatul Karimah
Indonesia University of Education
Religion Humanities Education Social Sciences

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The Qur’anic Concept of Teachers and Its Educational Principles in Contemporary Educational Contexts Abu Warasy Batula; Cucu Surahman; Elan Sumarna; Puput Rahmania; Intan Wardatul Karimah
Journal of Islamic Education Research Vol. 6 No. 4 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teaching Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i4.531

Abstract

This study aims to systematically reconstruct the Qur’anic concept of teachers and to identify its foundational educational principles, while critically examining their relevance within contemporary educational contexts marked by digital transformation, moral fragmentation, and technocratic tendencies. Employing a qualitative library-based research design, this study utilizes the thematic Qur’anic interpretation (tafsir maudhu‘i) method integrated with a tarbawi interpretative perspective. Primary data were derived from selected Qur’anic verses addressing teacher identity, ethical responsibility, and pedagogical interaction, while secondary data included classical and contemporary tafsir as well as recent scholarly works in Islamic education and modern pedagogy. The findings reveal that the Qur’an conceptualizes teachers as bearers of wisdom (ḥikmah), compassionate guides, and moral-spiritual exemplars whose personal integrity constitutes an integral dimension of pedagogy. Core principles identified include tawḥīd as the ontological foundation of education, the integration of knowledge and ethical discernment, compassion-based leadership, deliberative and participatory learning (shūrā), character formation (tarbiyah akhlāqiyah), and reliance upon God (tawakkul). The novelty of this study lies in its integrative methodological framework that directly reconstructs teacher identity from Qur’anic discourse and systematically contextualizes it within contemporary global educational challenges. This study contributes both theoretically, by advancing a Qur’an-based educational paradigm, and practically, by offering a holistic, ethically grounded framework for strengthening teacher professionalism, character education, and spiritually oriented pedagogy in modern educational institutions.
Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung Helmy Abdullah Helmy; Intan Wardatul Karimah; Nurti Budiyanti
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 13 No. 1 (2026): TARBIYAH WA TA'LIM March 2026
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v13i1.12349

Abstract

Abstract Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools. Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration
Co-Authors Abu Warasy Batula Cucu Surahman Elan Sumarna Helmy Abdullah Helmy Nurti Budiyanti Puput Rahmania