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All Journal Journal of Education Research Research Journal on Teacher Professional Development
Muchammad Naufal Abid
Universitas Islam Negeri Sunan Ampel Surabaya
Humanities Education Mathematics Social Sciences Other

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Classroom Teachers as Moral Role Models for Elementary Aged Children: Reconstructing Uswah Ḥasanah in Light of Moral Exemplarism and Moral Development Theory Rohmat Robi' Rozaqiy; Yoga Wahyu Wicaksono; Mazidatun Ni'mah; Muchammad Naufal Abid; Faqih Abdul Aziz
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33757

Abstract

Teacher exemplarity is widely recognised as a pillar of character education, and within the Islamic educational tradition it is articulated through the concept of uswah ḥasanah. However, the literature on uswah ḥasanah has long been dominated by a normative-descriptive frame that asserts the imperative for teachers to serve as exemplars without explaining the mechanism of moral emulation or the conditions of its success. This study aims to reconstruct uswah ḥasanah as a dimension of the professional character of madrasah ibtidaiyah classroom teachers. It is a conceptual study of the theory-adaptation type, conducted through library research and employing a comparative-integrative technique that brings uswah ḥasanah into dialogue with moral exemplarism and moral development theory across predetermined dimensions. The analysis reveals that uswah ḥasanah contains an implicit affective architecture admiration driving emulation through narrative and that the effectiveness of exemplarity depends on its attainability for young children. The reconstruction yields an integrated five-component construct: the teacher's character as a concrete moral referent, the evocation of admiration that drives emulation, the mediation between paradigmatic and proximal exemplars, the reflective management of exemplary narrative, and the calibration of exemplar attainability. This positions the classroom teacher as a proximal exemplar mediating the prophetic ideal, rendering exemplarity a developable competence rather than an assumed trait. Its novelty lies in bridging the Islamic tradition of exemplarity with contemporary moral exemplarism, with implications for professional development and prospective-teacher formation
Specialized Religious Curriculum as a Model for Developing Students' Religious Competencies in Islamic Boarding Schools Muchammad Naufal Abid; M. Yunus Abu Bakar
Journal of Education Research Vol. 7 No. 4 (2026): upcoming publish
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.3938

Abstract

Islamic boarding schools play a strategic role in developing students’ religious competencies through educational innovations, one of which is the takhassus program, which strengthens Islamic Religious Education learning intensively and systematically. This study aims to analyze the implementation of the takhassus program as a learning strategy for Islamic Religious Education at Madrasatul Qur’an Islamic Boarding School, its contribution to students’ religious competencies, and its supporting and inhibiting factors. This study employed a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews with five Islamic teachers, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing. The findings indicate that the program is implemented through Qur’an memorization (tahfidz), muraja’ah, classical Islamic book studies, religious worship habituation, intensive mentoring, and periodic evaluation. The program enhances students’ cognitive, affective, and psychomotor competencies, supported by structured guidance, diverse methods, a conducive boarding school culture, and active teacher involvement.  
Co-Authors Faqih Abdul Aziz M. Yunus Abu Bakar Mazidatun Ni'mah Rohmat Robi' Rozaqiy Yoga Wahyu Wicaksono