<![CDATA[Islamic education positions the teacher not merely as a mu'allim (knowledge transmitter), but fundamentally as a murobbi a holistic educator who nurtures, guides, and models character for students. This study aims to: analyze the concept of murobbi from Qur'anic, hadith, and classical Islamic scholarly perspectives; examine the relationship between the murobbi role and teacher exemplariness (uswah hasanah); and critically assess the relevance and urgency of this concept in the contemporary era of digital disruption. A qualitative library research method is employed, using primary sources (Qur'an, hadith, classical Islamic texts) and secondary sources comprising peer-reviewed national and international journals. The theoretical framework integrates Al-Attas's concept of ta'dib and adab with Bandura's social learning theory, offering a cross-paradigmatic analysis of teacher exemplariness. Findings reveal: the murobbi concept, rooted in the Arabic rabb, entails a holistic educational mission transcending mere instruction to encompass spiritual, moral, and character formation; uswah hasanah is not merely a pedagogical method but the ontological foundation of the murobbi's identity affirmed by Qur'anic verses, Prophetic traditions, and classical Islamic scholars; in an era of digital disruption, the murobbi as an authentic role model constitutes an irreplaceable anchor for character formation that cannot be substituted by artificial intelligence or digital tools. This study concludes that reconstructing teacher identity as murobbi is a historical and educational imperative for producing intellectually capable and morally grounded students (insan kamil).]]>
