<![CDATA[The phenomenon of low teacher responsivity, referring to teachers’ limited responsiveness to students’ needs, represents a significant challenge in contemporary education, as it may hinder emotional support, cognitive development, and learning engagement. On the other hand, pedagogical values found in the Prophetic Hadith provide a relational foundation that emphasizes gentleness, responsiveness, and compassionate educational bonds, while Robert C. Pianta’s Teacher-Student Relationship Theory emphasizes that the quality of teacher-student relationships serves as a key predictor of academic and social-emotional success. This study aims to formulate a conceptual framework for developing teacher responsivity through the integration of these two perspectives. A qualitative approach using content analysis was employed to examine Hadith texts containing relational values alongside the core literature of Pianta’s theory in order to identify conceptual points of convergence. The findings reveal a strong alignment between the pedagogical principles of the Prophetic Hadith and Pianta’s relational dimensions, particularly in terms of emotional sensitivity, responsiveness, and the development of positive relationships. This integration produces a teacher responsivity model that is preventive, adaptive, and value-based, while offering a novel conceptual contribution that bridges the heritage of Islamic education with modern relational theory. [Fenomena low-responsivity teacher atau guru yang kurang responsif terhadap kebutuhan siswa merupakan tantangan signifikan dalam pendidikan kontemporer karena dapat menghambat dukungan emosional, perkembangan kognitif, dan keterlibatan belajar. Di sisi lain, nilai-nilai pedagogis dalam Hadis Nabawi menyediakan fondasi relasional yang menekankan kelembutan, ketanggapan, dan ikatan edukatif yang penuh kasih, sementara teori Teacher-Student Relationship karya Robert C. Pianta menegaskan bahwa kualitas hubungan guru-siswa berfungsi sebagai prediktor utama keberhasilan akademik dan sosial-emosional. Penelitian ini bertujuan merumuskan kerangka konseptual untuk membangun responsivitas guru melalui integrasi kedua perspektif tersebut. Pendekatan kualitatif dengan metode analisis isi digunakan untuk menelaah teks-teks hadis yang memuat nilai relasional serta literatur inti teori Pianta guna menemukan titik temu konseptual. Hasil penelitian menunjukkan adanya keselarasan yang kuat antara prinsip pedagogis Hadis Nabawi dan dimensi relasional Pianta, terutama dalam aspek kepekaan emosional, ketanggapan, dan pembentukan hubungan positif. Integrasi ini melahirkan model responsivitas guru yang bersifat preventif, adaptif, dan berbasis nilai, sekaligus menawarkan kontribusi konseptual baru yang menjembatani warisan pendidikan Islam dengan teori relasional modern.]]]>
