PERAN GURU SEBAGAI MUROBBI DALAM PEMBENTUKAN KARAKTER SOSIAL EMOSIONAL SISWA DI SEKOLAH RENDAH ISLAM MADRASAH UTHMANIAH ABIM MALAYSIA

Wardatus Sholehah, Devi Wahyu Ertanti, Fita Mustafida

Abstract


The role of teachers as murobbi in Islamic education extends beyond knowledge transmission to nurturing students' spiritual, moral, social, and emotional development. This study aimed to describe (1) the strategies employed by teachers as murobbi in developing students' social-emotional character and (2) the role of teachers as murobbi in classroom learning at Sekolah Rendah Islam Madrasah Uthmaniah ABIM Malaysia. This research employed a qualitative approach with a phenomenological design. Data were collected through observation, in-depth interviews, and documentation involving the principal, teachers, and students. Data were analyzed through data condensation, data display, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings revealed that teachers implemented social-emotional character development through experiential and collaborative learning, exemplary conduct (qudwah hasanah), habituation of positive behaviour (riyadah al-nafs), the use of moral stories and advice, and social-emotional guidance. Furthermore, teachers performed their roles as facilitators, moral guides, conflict mediators, psychological supporters, and integrators of Islamic values in classroom learning. These findings indicate that the implementation of the murobbi concept contributes to the holistic development of students' social-emotional character through the integration of intellectual, spiritual, social, and emotional dimensions within the learning process.

 

Keywords: Character education, elementary school, Islamic education, murobbi, social-emotional character.


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