Islamic Teacher Development: Constructing Islamic Professional Teachers Based on The Khalifah Concept

Tambak, Syahraini; Amril, Amril; Sukenti, Desi

doi:10.31538/nzh.v4i1.1055

Cited by 14 publications

(25 citation statements)

References 8 publications

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“…With the habituation of dhuha prayers at school and outside of school, students should be able to understand and be able to build noble morals in their respective students. The findings of this study are corroborated by the results of research that fostering the implementation of fardhu prayer in congregation aims to make them accustomed to discipline and loving others (Andriane & Erhamwilda, 2020;S. Tambak et al, 2021).…”

Section: Discussionsupporting

confidence: 68%

Internalization of Islamic Values in Developing Students' Actual Morals

Tambak

Hamzah

Sukenti

et al. 2021

j. pendidik. indonesia.

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This study aims to explore the efforts of madrasah teachers to internalize Islamic values in developing students' actual morals. Using a case study research by conducting in-depth interviews with 8 madrasah tsanawiyah teachers and analyzing them with data cleaning, transcripts, coding and categorization, and interpretation. This research resulted in: First, duha sunnah and fardhu prayer in congregation, and get used to respect the teacher, to manage the syahwiya power of students, resulting in "iffah" which gave birth to the morals of jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, and al-afwu. Second, get used to dzikrullah, and accustom shiyam sunnah, to curb the hammiya power of students, resulting syaja'ah, ‘adalah, ihsan, insyaf, rahmah, and hilm. Third, get used to muhadharah activities, and Islamic integrative learning, to educate students' powers of mufakkara, thus giving birth to wisdom and fathanah behavior. It can be concluded that the internalization of Islamic values in developing students' actual morals is duha sunnah and fardhu prayer in congregation, get used to respect the teacher, get used to dzikrullah, accustom shiyam sunnah, muhadharah activity, and Islamic integrative learning, to curb the spiritual power of shahwiya, manage power of hammiya, and educating students powers of mufakkara, thus giving birth to the behavior of' iffah, jud, syakha', qana'ah, amanah, zuhud, rahmah, hilm, al-afwu, syaja'ah, 'adalah, ihsan, insyaf, mujahadah, sabr, wisdom, and fathanah. The results of this study have implications for the theory of "Islamic moral development" which can be applied to all madrasah education in Indonesia and the Islamic world.

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Section: Discussionsupporting

confidence: 68%

Internalization of Islamic Values in Developing Students' Actual Morals

Tambak

Hamzah

Sukenti

et al. 2021

j. pendidik. indonesia.

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“…Education is a process of maturation and the growth of humanizing characteristics in humans on all levels, including physical, biological, and psychological (Ismail et al, 2020;Tambak et al, 2021). Physical aspects of human biology will develop, grow, and age naturally.…”

Section: Introductionmentioning

confidence: 99%

The Exemplary Approach of Islamic Religious Education Teachers in Fostering Emotional Spiritual Quotient

Usman

Zainuddin

Esha

2021

AIJP

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The purpose of this study was to gain an understanding of Islamic Religious Education Teachers' exemplary approach to developing students' emotional, spiritual quotients. This article employs a qualitative research methodology in conjunction with a case study approach. The approach taken is consistent with the formulation of the problem under investigation. Informants were chosen based on the research's objectives. Formal and informal interviews were conducted. The findings of this study demonstrate two aspects of the emotional approach in Islamic education: Methods of persuasion and education. Teachers develop spiritual, emotional intelligence by providing students with new knowledge that includes exemplary figures dating all the way back to the Prophet Muhammad's time and exemplary national figures, as well as by inviting students to practice family strategies for recognizing and managing their own emotions, the ability to motivate themselves, the ability to recognize the emotions of others, and how to build relationships with others.

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“…This study focuses on developing professional teacher accuracy and, more specifically, on the madrasah teachers' realistic ranking of their own developing competencies, in this case, the skills of developing professional teaching of reduction in madrasah teachers. The literature review conducted shows that research on the accuracy of the development of professional teachers offers inconclusive and less robust results (Kulgemeyer & Riese, 2018;Mena, Hennissen & Loughran, 2017;Tambak et al, 2021). There are studies that obtain high accuracy in the developing professional teaching (Fox et al, 2018;Schipper et al, 2017), while others (Gore et al, 2017;Schipper et al, 2017) report a tendency to have excessive developing professional teachers.…”

Section: E Discussionmentioning

confidence: 99%

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

Tambak

Mahfud

Latipah

et al. 2021

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Developing professional madrasah teachers are increasingly popular in the teaching classrooms. But regarding developing professional madrasah teacher accuracy in teaching, mixed results are reported without clear reasons for this. This article addresses the impact of gender and length of certification on developing professional madrasah teacher accuracy in teaching classrooms. To develop the accuracy of the developing professional madrasah teacher, madrasah teacher length of certification and gender are used as a reference. A research project, which deals with the developing professional teacher in madrasah teachers using questionnaires, was carried out in two types of Madrasah Aliyah (public and private madrasah) at seventy-five madrasahs. Data from 325 madrasah teachers were collected and involved in this research. This analysis is differentiated based on the level, gender, and level of the length of certification of madrasah teachers in the developing professional teacher competencies being assessed. The results show that the accuracy of the developing professional teacher is low and is related to the gender of the madrasah teacher, that men perceive themselves to be higher in the developing professional teacher than women, and that even length of certification analysis with developing professional competence and implementation in the classroom. Madrasah teacher length certification more than 10 years are higher than teachers who certified between 5-10 years and more accurate than teachers who certified less than 5 years with the ability to developing professional madrasah teacher that is low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasah teacher.

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Islamic Teacher Development: Constructing Islamic Professional Teachers Based on The Khalifah Concept

Cited by 14 publications

References 8 publications

Internalization of Islamic Values in Developing Students' Actual Morals

Internalization of Islamic Values in Developing Students' Actual Morals

The Exemplary Approach of Islamic Religious Education Teachers in Fostering Emotional Spiritual Quotient

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

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