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All Journal Tebuireng: Journal of Islamic Studies and Society Jurnal Pendidikan Nusantara
Muhamad, Norhisham
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Religion Humanities Education Social Sciences Other

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Implementation the Professionalism Value in Shaping the Personality of Islamic Education Teachers Ahmad, Aliza Che; Che Noh, Mohd Aderi; Muhamad, Norhisham; Ikhwan, Afiful
Jurnal Pendidikan Nusantara Vol. 2 No. 1 (2023): Jurnal Pendidikan Nusantara (January-April)
Publisher : Tahta Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55080/jpn.v2i1.41

Abstract

Teaching is essential in forming balanced individuals in line with the desires and needs of Malaysia's national education policy in producing qualified and qualified teachers. Practising the value of teaching professionalism is an effort to form teachers with superior personalities and global insight. This research aims to explain Islamic education teachers' understanding of professionalism values and explore the practical application of Islamic education teachers' professionalism values. This type of research is qualitative with a case study design, obtaining data through interviews and observation. The discussion results show that the need to practice professional values in teaching is an essential aspect of forming the teacher's personality to develop professionalism. Overall, the research findings show two main themes found in the practice of professional values in teaching: (a) value practices in the personal realm and (b) value practices in the professional realm. The research results found that Islamic religious education teachers understand the concept of practical values of teaching professionalism and can apply practices born from these concepts in their personal and professional lives. The practice of professionalism values needs to be implemented by teachers so that they can be role models in ensuring quality educators and producing quality people. The implications of the findings of this research can be used as guidance for all parties, especially policymakers, namely the Ministry of Education, in ensuring that the value aspect becomes the main focus in the recruitment and training process that will be carried out by the conditions and criteria that have been determined to ensure that the teacher appointment process is realized smoothly. Full of dedication and excellence, in line with the desire to produce world-class Human Resources (HR).
Teachers’ Social-Emotional Competence in Local Wisdom: An In-Depth View from Adabul Mua'llimin by Ibn Sahnun Yahya, Yuniar Indra; Muhamad, Norhisham
Tebuireng: Journal of Islamic Studies and Society Vol. 6 No. 2 (2025): Tebuireng: Journal of Islamic Studies and Society
Publisher : Fakultas Agama Islam, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/tjiss.v6i2.11264

Abstract

Teacher competence in modern education extends beyond pedagogical and subject mastery to encompass social-emotional dimensions, as emphasized in frameworks like CASEL. However, such competencies are not novel but are deeply rooted in local wisdom and classical pedagogical traditions. This study examines the alignment between the social-emotional competencies of teachers and the principles outlined in Ibn Sahnun’s 9th-century work, Adabul Mu'allimin, using the five-component SEL framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Through qualitative thematic analysis of the text, the research identifies and maps Ibn Sahnun’s ethical guidelines for teachers to these SEL components. Findings reveal that the text strongly emphasizes Self-Management, particularly in emotional regulation, integrity, and professional conduct, while also integrating Self-Awareness, Social Awareness, Relationship Skills, and Responsible Decision-Making. The study concludes that core SEL concepts are not recent innovations but are integral to classical Islamic educational ethics, offering a culturally and spiritually relevant model for teacher development. This bridges contemporary SEL theory with traditional Islamic pedagogy, providing an alternative framework for enhancing teachers' social-emotional competence within Islamic educational contexts.
Co-Authors Afiful Ikhwan Ahmad, Aliza Che Mohd Aderi Che Noh, Mohd Aderi Yahya, Yuniar Indra