Syahida Zawaliyah , Cecep Anwar, Syifa Delfiani Gunawan, Najma Khairunnisa

A Qur’anic Model of Teacher Professionalism in Islamic Education Management

Introduction

A qur’anic model of teacher professionalism in islamic education management. Discover a Qur'anic model for teacher professionalism in Islamic education management. This study integrates epistemological, ethical, pedagogical, and social dimensions for character-focused educational administration.

Abstract

This study examines Islamic education management from a Qur’anic perspective, emphasizing teacher professionalism as the core foundation of educational administration. Using a thematic (maudhu‘i) tafsir approach, the study analyzes Qur’anic verses related to knowledge, teaching, work ethics, pedagogical wisdom, and social responsibility. Data were collected through a literature review, referring to classical and contemporary exegeses, including the works of Ibn Kathir, Al-Maraghi, and M. Quraish Shihab, as well as recent studies on teacher professionalism. The findings indicate that, according to Qur’anic interpretation, teacher professionalism is formed through four interrelated dimensions epistemological (faith-based knowledge), ethical (sincerity and trustworthiness), pedagogical (wisdom and educational methodology), and social (justice and exemplary conduct). These dimensions constitute a normative framework for Islamic education management that prioritizes character development and spiritual responsibility over mere administrative efficiency. This study contributes by offering a Qur’anic-based model of teacher professionalism that is both conceptual and practical, integrating ethical, pedagogical, and social principles in the management of madrasahs.

Review

This study presents a timely and pertinent exploration into the foundational aspects of teacher professionalism within Islamic education management, grounding its framework in a Qur'anic perspective. Employing a robust thematic (maudhu‘i) tafsir approach, the research meticulously analyzes relevant Qur'anic verses alongside classical and contemporary exegeses to construct its model. The abstract effectively outlines the study's methodological rigor, demonstrating a comprehensive engagement with both scriptural sources and existing scholarship. The core finding—a four-dimensional model encompassing epistemological, ethical, pedagogical, and social facets of professionalism—is clearly articulated as the study's central contribution. The significance of this work lies in its potential to offer a normative and holistic framework for Islamic education management that transcends purely administrative considerations. By prioritizing character development and spiritual responsibility, the proposed Qur'anic model provides a much-needed counter-narrative to secular efficiency-driven paradigms. The integration of faith-based knowledge, ethical conduct, pedagogical wisdom, and social responsibility into a cohesive model for teachers is particularly commendable, offering a comprehensive vision for cultivating exemplary educators in madrasahs. This conceptualization promises to enrich discussions on educational leadership and teacher development within Islamic contexts. While the abstract convincingly establishes the conceptual depth of the Qur'anic model, a full paper would benefit from a more explicit elaboration on its practical implications for "Islamic education management." While it asserts the model is "both conceptual and practical," demonstrating *how* these four dimensions specifically translate into tangible management practices, performance appraisal systems, or curriculum development within a madrasah setting would further strengthen its utility. A detailed discussion on the operationalization of these principles and how they might specifically inform decision-making or overcome typical management challenges, particularly in contrast to existing secular or hybridized models, would significantly enhance the paper's contribution to practical implementation.

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