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All Journal Khulasah : Islamic Studies Journal Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Frenky Mubarok
IAI Pangeran Dharma Kusuma Indramayu, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Neuroscience Nursing Other

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Rekonstruksi Konsep Guru Ideal dalam Tradisi Islam Klasik: Sintesis Pemikiran Al-Ghazali dan Ibn Sina serta Relevansinya bagi Kompetensi Profesional Guru PAI Kontemporer Moh Solihin; Frenky Mubarok
Khulasah : Islamic Studies Journal Vol 8 No 2 (2026): Khulasah: Jurnal Studi Islam
Publisher : LPPM IAI Pangeran Dharma Kusuma Segeran Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/kisj.v8i2.662

Abstract

The role of teachers in the contemporary educational ecosystem is undergoing a functional reduction due to the pressures of technical standardization, curriculum fragmentation, and accelerated digitalization. Amidst these conditions, the classical Islamic intellectual tradition offers a holistic vision of educators through the concept of murabbī, which integrates cognitive, affective, and spiritual dimensions. This article aims to analyze the concept of the ideal teacher in the thought of Al-Ghazali and Ibn Sina, map their epistemological-pedagogical convergences and divergences, and examine their relevance to the four professional competencies of contemporary Islamic Education (PAI) teachers in Indonesia. Employing a qualitative-hermeneutic approach and a comparative philosophical study, this research demonstrates that Al-Ghazali emphasizes spirituality, sincerity, moral role-modeling, and tazkiyat al-nafs (purification of the soul), whereas Ibn Sina prioritizes rationality, developmental psychology of the soul, pedagogical differentiation, and the integration of naqlī-ʿaqlī (revealed and rational) sciences. Despite differing in their epistemological foundations, both converge on the goal of holistic education (saʿādah), the rejection of the sacred-profane dichotomy, progressive approaches, and the positioning of the teacher as an agent of transformation. The synthesis of their thought is highly relevant to the pedagogical, professional, personal, and social competencies of contemporary PAI teachers. Furthermore, it offers a philosophical framework for reforming the Teacher Professional Education (PPG) curriculum, developing holistic performance assessments, and restoring the essence of the teacher as a murabbī in the Kurikulum Merdeka (Independent Curriculum) era. This article recommends integrating classical educational philosophy, developmental psychology, and professional ethics into teacher training, alongside the need for empirical research to test the effectiveness of the Ghazalian-Avicennan pedagogical model in real classroom contexts.
Upaya Guru dalam Meningkatkan Bahasa Anak di Pendidikan Anak Usia Dini Al-Mutmainah Desa Widasari Kec. Widasari Kab. Indramayu Maurin Damayanti; Frenky Mubarok; Muasromatul Azizah; Waryani Waryani
Iftitiah: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2026): IFTITIAH: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Publisher : Prodi PIAUD IAI Pangeran Dharma Kusuma Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55656/ijpiaud.v4i1.469

Abstract

Penelitian ini bertujuan untuk menganalisis peran guru dalam meningkatkan bahasa anak usia dini pada siswa kelas B (5-6 Tahun) PAUD Al Mutmainah Desa Widasari. Kec. Widasari Kab. Indramayu. Kemampuan bahasa merupakan salah satu keterampilan dasar yang penting dalam perkembangan anak usia dini. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode studi kasus untuk menggali lebih dalam tentang upaya guru dalam meningkatkan bahasa anak usia dini. Data diperoleh melalui wawancara mendalam, observasi kelas, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru memiliki peran signifikan dalam memberikan metode pembelajaran yang menarik dan sesuai dengan kebutuhan siswa, seperti penggunaan metode bermain sambil belajar, bercerita, serta pengenalan kosakata baru melalui lagu dan permainan edukatif. Selain itu, peran orang tua juga sangat penting dalam mendukung perkembangan bahasa anak dengan cara menciptakan lingkungan rumah yang komunikatif, memberikan stimulasi bahasa melalui dialog sehari-hari, membaca buku cerita bersama, dan membimbing anak dalam penggunaan bahasa secara aktif. Kolaborasi antara guru dan orang tua terbukti mampu meningkatkan kemampuan bahasa anak usia dini secara signifikan. Penelitian ini merekomendasikan pelatihan dan workshop bagi guru serta orang tua untuk meningkatkan pemahaman mereka tentang metode pengajaran dan stimulasi bahasa yang efektif.
Co-Authors Maurin Damayanti Moh Solihin Muasromatul Azizah Waryani Waryani