Relasi Guru dan Murid dalam Pendidikan Islam (Analisis Kitab Safwah al-Tafasir dan Tafsir al-Jilani)

Abstract

This thesis aims to (1) describe the relationship between teachers and students in the development of students’ character and ethics in Islamic education from the perspective of Quranic Surah al-Kahfi, verses 60–82, as presented in the books Ṣafwah  al-Tafāsīr and TafsīrAl-Jīlānī, (2) to elaborate on the relationship’s relevance to the development of contemporary Islamic education concepts, and (3) to describe the factors that support and hinder the realization of this relationship in relation to the development of contemporary Islamic education concepts. This study employs aqualitative research method using a descriptive, literature-based approach (library research), in which content analysis is conducted interactively on the research subject Q.S. al-Kahfi verses 60–82 in the book Ṣafwah  al-Tafāsīr and Tafsīr al-Jīlānī, as primary sources. Secondary data were derived from relevant literature such as books, journals, theses, and articles. Data analysis techniques included data collection, data reduction, presentation, verification, and conclusion. The results of this study indicate that: (1) The teacher-student relationship in shaping students’ character and ethics in Islamic education from the perspective of Q.S. al-Kahfi verses 60–82 in both tafsir texts are eight: sincerity and tawadhu’ (humility), patience, wisdom, devotion, strong determination, sensitivity toward the teacher, honesty, and giving the benefit of the doubt, (2) The relevance of the relationship between these two factors in shaping students’ character and ethics to the development of the concept of contemporary Islamic education is highly significant, as is the cultivation of these 8 values, and (3) Factors supporting the realization of this relationship include the teacher’s moral exemplary conduct and personal integrity, the emotional closeness between teacher and student, the use of contextual teaching methods, a healthy learning environment, and the value of adab within Islamic tradition. As for the inhibiting factors, they include authoritarian teachers, a lack of exemplary behavior on the part of teachers, the influence of globalization and popular culture, the secularization of education, limited educational resources, and a crisis in intergenerational communication.