Islamic Professional Madrasa Teachers and Makarim Syari’ah in Teaching: A Phenomenological Approach

Syahraini Tambak; Firdaus Firdaus; Musaddad Harahap; Desi Sukenti; Muhammad Zaylani

doi:10.35445/alishlah.v15i4.3475

Islamic Professional Madrasa Teachers and Makarim Syari’ah in Teaching: A Phenomenological Approach

Syahraini Tambak, Firdaus Firdaus, Musaddad Harahap, Desi Sukenti, Muhammad Zaylani

Abstract

Extensive study has been conducted on professional educators, however, the integration of Islamic principles into their teaching practises has been overlooked. This study aims to determine Islamic professional madrasah teachers based on makarim syari’ah in the teaching profession. This study used a phenomenological research design involving 16 Aliyah madrasa teachers as informants. Data was collected by conducting interviews with madrasa teachers and analyzed using a systematic design. This research shows that professional teachers based on makarim syari’ah as an act that draws closer to the attributes of God, have commendable qualities such as wisdom, kindness, generosity, knowledge and forgiveness. Islamic professional madrasa teacher in the context of makarim syari’ah, anyone who has God's attributes, such as hikma, jud, hilm. 'ilm and 'awf, even though the attributes of Allah SWT. This is far nobler than His qualities that exist in humans. Commendable qualities are the main glue for teachers in carrying out the teaching profession to achieve success in learning. The teaching profession is not only used to teach humans but to bring himself to be a pious human being in the sight of Allah SWT. This is especially relevant for madrasa teachers, as it is a central part of the future madrasa teaching profession to promote their Islamic profession and build a generation of morals and dignity in the future.

Keywords

teacher professionalism; makarim syari’ah; madrasa teacher; Islamic professional teacher

Full Text:

PDF

References

Aqil, D. I., Setiawati, N. A., & Kurniadi, F. (2020). The Implication Of Teacher Professionalism Improvement And Learning Evaluation Techniques Toward Madrasah Teacher Performance. Tarbiyah: Jurnal Ilmiah Kependidikan, 9(2), 123-129.

Aşdelen, Teker, G., & Güler, N. (2019). Thematic Content Analysis of Studies Using Generalizability Theory. International Journal of Assessment Tools in Education. https://doi.org/10.21449/ijate.569996

Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183-191. https://doi.org/10.1016/j.tate.2018.03.017.

Baan, J., Gaikhorst, L., & Volman, M. (2020). Stimulating teachers’ inquiring attitude in academic and professional teacher education programmes. European Journal of Teacher Education, 43(3), 352-367. https://doi.org/10.1080/02619768.2019.1693994.

Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational studies, 48(5), 602-624. https://doi.org/10.1080/03055698.2020.1793301

Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional development in education, 1-13. https://doi.org/10.1080/19415257.2021.1879234

Bergmark, U., & Westman, S. (2016). Co-creating curriculum in higher education: Promoting democratic values and a multidimensional view on learning. International Journal for Academic Development, 21(1), 28-40. https://doi.org/10.1080/1360144X.2015.1120734

Braun, V., & Clarke, V. (2019). Using thematic analysis in psychology Thematic. Journal of Chemical Information and Modeling.

Cook-Sather, A. (2015). Dialogue across differences of position, perspective, and identity: Reflective practice in/on a student-faculty pedagogical partnership program. Teachers College Record, 117(2), 1-42. https://doi.org/10.1177/016146811511700204

Creswell, J. (2015). Educational Research: Palnning, Conducting, and Evaluating Quantitative and Qualitative. Boylston Street, Boston: Pearson Eduation, Inc.

Dille, K. B., & Røkenes, F. M. (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105, 103431. https://doi.org/10.1016/j.tate.2021.103431

Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244-258. https://doi.org/10.1016/j.tate.2018.07.001.

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513-531. https://doi.org/10.1080/02619768.2020.1827389.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., ... & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. https://doi.org/10.1016/j.tate.2018.02.011.

Juliana, J., Murniati, M., & Bahrun, B. (2022). Management of Teacher Performance Appraisal in Madrasah. AL-ISHLAH: Jurnal Pendidikan, 14(1), 649-658.

Kesküla, E., & Loogma, K. (2017). The value of and values in the work of teachers in Estonia. Work, employment and society, 31(2), 248-264. https://doi.org/10.1177/0950017016676436

Kohli, R. (2019). Lessons for teacher education: The role of critical professional development in teacher of color retention. Journal of Teacher Education, 70(1), 39-50. https://doi.org/10.1177/0022487118767645.

Kvale, S., & Brinkmann, S. (2014). Den kvalitativa for skning sintervjun (3.[rev.]ed.) [The qualitative research interview]. Lund: Studentlitteratur.

Lewis, S., & Holloway, J. (2019). Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data. Cambridge journal of education, 49(1), 35-51. https://doi.org/10.1080/0305764X.2018.1441373.

Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational administration quarterly, 54(4), 501-528. https://doi.org/10.1177/0013161X18769048.

MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2019). The professional development of higher education-based teacher educators: needs and realities. Professional development in education, 45(5), 848-861. https://doi.org/10.1080/19415257.2018.1529610

Mockler, N. (2022). Teacher professional learning under audit: Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166-180. https://doi.org/10.1080/19415257.2020.1720779

Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064.

Page, A.G., Chahboun, S. (2019). Emerging empowerment of international students: how international student literature has shifted to include the students’ voices. High Education, 78, 871–885. https://doi.org/10.1007/s10734-019-00375-7.

Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators' professional learning: A literature review. Teaching and teacher education, 75, 93-104. https://doi.org/10.1016/j.tate.2018.06.003.

Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006.

Qoyyimah, U., Singh, P., Exley, B., Doherty, C., & Agustiawan, Y. (2023). Professional identity and imagined student identity of EIL teachers in Islamic schools. Journal of Language, Identity & Education, 22(2), 121-136.https://doi.org/10.1080/15348458.2020.1833726

Roosmawati, E., Wahidin, D., Muchtar, H. S., & Sauri, R. S. (2022). Management of Continuing Professional Development on Madrasah Aliyah Negeri Teachers to Improve Pedagogic Competence. International Journal of Educational Review, 4(1), 13-27. https://doi.org/10.33369/ijer.v4i1.21791

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305

Saptono, B., Herwin, H., & Firmansyah, F. (2021). Web-Based Evaluation for Teacher Professional Program: Design and Development Studies. World Journal on Educational Technology: Current Issues, 13(4), 672-683.

Seidman, I. E. (1991). Interviewing as a Qualitative Research: A Guide for Researches in Education and the Social Sciences. New York: Teachers College, Columbia Unversity.

Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School effectiveness and school improvement, 32(1), 47-63. https://doi.org/10.1080/09243453.2020.1772841

Siri, A., Supartha, I. W. G., Sukaatmadja, I. P. G., & Rahyuda, A. G. (2020). Does teacher competence and commitment improve teacher’s professionalism. Cogent Business & Management, 7(1), 1781993. https://doi.org/10.1080/23311975.2020.1781993

Sobirjonovich, S. I. (2021). Professionalism as a Factor in the Development of the Pedagogical Activity of the Future Teacher. Journal of Ethics and Diversity in International Communication, 1(7), 76-81. https://openaccessjournals.eu/index.php/jedic/article/view/874

Sunanto, S., Mispani, M., & Setiawan, D. (2022). The Influence of Emotional Intelligence and Spiritual Intelligence on Teacher Professionalism at the Working Group of Madrasah Seputih Banyak. Bulletin of Pedagogical Research, 2(2), 170-180. http://dx.doi.org/10.51278/bpr.v2i2.348.

Tambak, S., & Sukenti, D. (2020). Pengembangan profesionalisme guru madrasah dengan penguatan konsep khalifah. Hayula: Indonesian Journal of Multidisciplinary Islamic Studies, 4(1), 41-66. https://doi.org/10.21009/004.01.03.

Tambak, S., & Sukenti, D. (2020). Strengthening Islamic behavior and Islamic psychosocial in developing professional madrasah teachers. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 39(1), 65-78. https://doi:10.21831/cp.v39i1.26001.

Tambak, S., Ahmad, M. Y., Sukenti, D., & Siregar, E. (2022). Faith, Identity Processes and Science-Based Project Learning Methods for Madrasah Teachers. AL-ISHLAH: Jurnal Pendidikan, 14(1), 203-216. DOI: https://doi.org/10.35445/alishlah.v14i1.1184

Tambak, S., Amril, A., & Sukenti, D. (2021). Islamic Teacher Development: Constructing Islamic Professional Teachers Based on The Khalifah Concept. Nazhruna: Jurnal Pendidikan Islam, 4(1), 117-135. https://doi.org/10.31538/nzh.v4i1.1055.

Tambak, S., Hamzah, H., Ahmad, M. Y., Siregar, E. L., Sukenti, D., Sabdin, M., & Rohimah, R. B. (2022). Discussion method accuracy in Islamic higher education: the influence of gender and teaching duration. Jurnal Cakrawala Pendidikan, 41(2). DOI: https://doi.org/10.21831/cp.v41i2.40644

Tambak, S., Mahfud, C., Latipah, E., & Sukenti, D. (2021). Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers. Dinamika Ilmu, 417-435. https://doi.org/10.21093/di.v21i2.3527

Tambak, S., Sukenti, D., Hanafi, Y., Rianawati, R., & Amril, A. (2022). How Does Learner-Centered Education Affect Madrasah Teachers' Pedagogic Competence?. Journal of Education Research and Evaluation, 6(2). https://doi.org/10.23887/jere.v6i2.42119.

Triansyah, F. A., Ugli, Y. K. B., Muhammad, I., & Nurhoiriyah, N. (2023). Determinants of Teacher Competence in Islamic Education: Bibliometric Analysis and Approach. Indonesian Journal of Islamic Education Studies (IJIES), 6(1), 17-32. https://doi.org/10.33367/ijies.v6i1.3458

Vijaysimha, I. (2013). Teachers as Professionals: Accountable and Autonomous? Review of the Report of the Justice Verma Commission on Teacher Education. August 2012. Department of School Education and Literacy, Ministry of Human Resource Development, Government of India. Contemporary Education Dialogue, 10(2), 293-299. https://doi.org/10.1177/0973184913485021

Zepke, N. (2018). Student engagement in neo-liberal times: What is missing? Higher Education Research & Development, 37(2). doi:10.1080/07294360.2017.1370440.

DOI: https://doi.org/10.35445/alishlah.v15i4.3475