Sincerity, Responsibility, and Moral Conduct: The Relevance of Ibn Taimiyah’s Ethics in Early Childhood Teaching Practice

Adillah Shinta Al Azizati; Taufikin; A’yuna  Dzil Ma’unah; Vega Faisal Amri

doi:10.55681/armada.v4i6.2647

Authors

Adillah Shinta Al Azizati UIN Sunan Kudus
Taufikin State Islamic University of Sunan Kudus, Indonesia
A’yuna Dzil Ma’unah Postgraduate Program, State Islamic University of Sunan Kudus, Indonesia
Vega Faisal Amri Postgraduate Program, State Islamic University of Sunan Kudus, Indonesia

DOI:

https://doi.org/10.55681/armada.v4i6.2647

Keywords:

Teacher Professional Ethics, Ibn Taimiyah, Islamic Pedagogy, Early Childhood Education, Moral Character Development

Abstract

The ethical conduct of educators plays a foundational role in shaping student character, yet contemporary early childhood education often lacks integrative models rooted in spiritual and moral traditions. Despite the richness of Islamic pedagogical heritage, particularly the thought of Ibn Taimiyah, its practical application in modern classrooms remains underexplored. This study aims to examine how the ethical values articulated by Ibn Taimiyah are understood, enacted, and remain relevant within a contemporary early childhood educational context. Using a qualitative case study approach, the research was conducted at TK Muslimat Malihatul Hikam in Lamongan, Indonesia. Data were collected through in-depth interviews with 17 informants (one principal, eleven teachers, and five parents), direct classroom observations, and document analysis. Data were analyzed using Miles and Huberman’s interactive model. Findings indicate that teachers demonstrate a comprehensive understanding and application of core ethical principles, including sincerity, responsibility, patience, and moral conduct. These values are manifested through consistent professional discipline, spiritual routines, compassionate communication, and ethical use of technology. The ethical framework espoused by Ibn Taimiyah proved adaptable and effective in reinforcing holistic character development and promoting a spiritually infused teaching environment. This study affirms the empirical relevance of classical Islamic educational ethics in contemporary practice and highlights the potential for bridging traditional moral philosophy with current pedagogical needs in early childhood education.

Downloads

Download data is not yet available.

References

Alfiah, S. (2020). Konsep Pendidikan Islam Anak Usia Dini Perspektif Al-Ghazali Dan Abdullah Nashih Ulwan (Studi Komparasi Pemikiran). WISDOM: Jurnal Pendidikan Anak Usia Dini, 1(1), 50–63. https://doi.org/10.21154/wisdom.v1i1.2136

Anggito, A., & Setiawan, J. (2018). Metodologi Penelitian Kualitatif. CV jejak.

Arfandi, A. (2020). Persfektif Islam Tentang Kedudukan dan Peranan Guru dalam Pendidikan. Jurnal Darussalam: Jurnal Pendidikan, Komunikasi Dan Pemikiran Hukum Islam, 11(2), 348. https://doi.org/10.30739/darussalam.v11i2.619

Arifin, A. W., & Pauweni, A. J. (2019). Peran Guru terhadap Aspek Perkembangan Bahasa Anak Usia Dini. Jambura Early Childhood Education Journal, 1(2), 37–45. https://doi.org/10.37411/jecej.v1i2.57

Assyakurrohim, D., Ikhram, D., Sirodj, R. A., & Afgani, M. W. (2022). Metode Studi Kasus dalam Penelitian Kualitatif. Jurnal Pendidikan Sains Dan Komputer, 3(01), 1–9. https://doi.org/10.47709/jpsk.v3i01.1951

Azis, A. A., & Hidayah, A. N. (2023). Pendidikan Anak: Perspektif Abdullah Nashih ’Ulwan. AL-MANAR, 12(1). https://doi.org/10.36668/jal.v12i1.401

Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. St. Louis, MO: Character Education Partnership-John Templeton Foundation.

Budiman, F. (2020). Perilaku Etis Dalam Islamic Marketing. At-Tasyri’iy: Jurnal Prodi Perbankan Syariah, 3(1), 44–54.

febrianti, F. D. (n.d.). Kasus Pelanggaran Kode Etik Guru di Indonesia. Scribd. Retrieved May 10, 2025, from https://www.scribd.com/document/539305083/Kasus-Pelanggaran-Kode-Etik-Guru-di-Indonesia?utm_source=chatgpt.com

Fitriatin, N., & Rosyidah, S. A. (2024). Membangun Profesionalisme Guru Beretika dan Berkarakter Melalui Perspektif Islam di Era Globalisasi. Jurnal Kependidikan Islam, 14(2), 183–196.

Fitriyani, I., Saefuddin, A., & Muhamadi, S. I. (2020). Analisis Materi Akhlak Mengenai Adab Guru dan Adab Murid dalam Kitab Bidayatul Hidayah untuk Membina Karakter Siswa MI. AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal), 30(2). https://doi.org/10.24235/ath.v30i2.7264

Helandri, J., Arsyad, M., Afiani, U., Munandar, A. A., Bukhori, N. A., Fatih6, M. S. A., & Rahman, S. (2024). Pengembangan Model Manajemen Evaluasi Pembelajaran Terpadu untuk Pendidikan Islam Anak Usia Dini (PIAUD). Bouseik: Jurnal Pendidikan Islam Anak Usia Dini, 2(1), 45–67. https://doi.org/10.37092/bouseik.v2i1.743

Icka, E., & Kochoska, J. (2024). The Influence Of Teachers As An Ethical Model On The Students’ Development. Teacher, (27), 99–107. https://doi.org/10.20544/teacher.27.12

Iskandar, Samsuddin, Maya, R., & Agusman. (2024). Saluran Ilmu Menurut Ibnu Taimiyah dan Relevansinya dengan Pembaharuan Pemikiran Islam di Era Post-Truth. JURNAL KAJIAN ISLAM MODERN, 11(2), 120–140. https://doi.org/10.56406/jkim.v11i2.516

Jailani, M. S., Ardiansyah, & Risnita. (2023). Teknik pengumpulan data dan instrumen penelitian ilmiah pendidikan pada pendekatan kualitatif dan kuantitatif. IHSAN: Jurnal Pendidikan Islam, 1(2), 1–9. https://doi.org/https://doi.org/10.61104/ihsan.v1i2.57

Kahar S. Laiya, Roy Marthen Moonti, Ibrahim Ahmad, & Muslim A. Kasim. (2025). Pelanggaran Kode Etik Guru: (Studi Kasus : Dugaan Guru MAN Melakukan Asusila Terhadap Siswinya). Terang : Jurnal Kajian Ilmu Sosial, Politik Dan Hukum, 2(1), 100–105. https://doi.org/10.62383/terang.v2i1.790

Kurniawan, S. (2018). Pendidikan Karakter dalam Islam Pemikiran Al-Ghazali tentang Pendidikan Karakter Anak Berbasis Akhlaq al-Karimah. Tadrib: Jurnal Pendidikan Agama Islam, 3(2), 197. https://doi.org/10.19109/Tadrib.v3i2.1792

Lickona, T. (1996). Eleven principles of effective character education. Journal of Moral Education, 25(1), 93–100.

Marfuah, S., Sutardi, A., Sutriani, A., & Fitriani, E. (2024). Pendidikan Islam Menurut Ibnu Taimiyah. Jurnal Pendidikan Educandum, 4(2), 10–21. https://doi.org/10.55656/jpe.v4i2.193

Marhamah, Eva Dewi, Djefrin E. Hulawa, & Alwizar. (2023). Konsep Pemikiran Pendidikan Ibnu Taimiyah. Al-Ihda’ : Jurnal Pendidikan Dan Pemikiran, 18(1), 895–904. https://doi.org/10.55558/alihda.v18i1.92

Marlina, L. (2021). Model Pengorganisasian Proses Pendidikan Anak Usia Dini (PAUD) pada Raudhatul Athfal 3 Palembang. Tadrib, 6(2), 159–177. https://doi.org/10.19109/tadrib.v6i2.6548

Miles, M. B., & Hubberman, A. Michael. (1984). Qualitatives Data Analysis, A Sourcebook of New Methods. Sage Publications.

Nata, A. (2015). Akhlak Tasawuf. Rajawali Pers.

Putri, A., Yuliharti, Y., & Yanti, Y. (2021). Pemikiran Pendidikan Islam Menurut Dr. Abdullah Nashih Ulwan. Kutubkhanah, 20(1), 19. https://doi.org/10.24014/kutubkhanah.v20i1.13341

Putri, S., & Nugraha, M. S. (2025). Etika Guru dalam Pengajaran di Lembaga Pendidikan Islam (Studi Kasus di Madrasah Aliyah Negeri 2 Kota Bandung). Jurnal Penelitian Ilmu Ushuluddin, 5(1).

Qoyyimah, U., Ali, S. M., & Sholihah, A. I. (2020). Pemikiran Pendidikan Islam: Periode klasik, pertengahan, dan modern. Literasi Nusantara.

Rahman, M. (2016). Guru Humanis dalam Pendidikan Islam. Jurnal Pendidikan Islam, 28(1), 91–106. https://doi.org/10.15575/jpi.v28i1.538

Ridhwan M. Daud. (2021). Strategi Profetik Pendidik dalam Islam: Kajian Teoritis-Konseptual Strategi Pendidik Nabi Muhammad Saw. Kalam: Jurnal Agama Dan Sosial Humaniora, 9(1), 57–74. https://doi.org/10.47574/kalam.v9i1.107

Romzi, M., Noviyanti, S. F., Hamidah, T., & Fawaid, A. (2024). Integration of Islamic Teachings in Character Education to Strengthen Morality and Ethics in Schools. Maharot : Journal of Islamic Education, 8(2), 191. https://doi.org/10.28944/maharot.v8i2.1809

Sakti, B. P. (2018). Etika dan Profesi Guru SD di Tengah Perkembangan Zaman. INA-Rxiv. https://doi.org/10.31227/osf.io/g3sry

Sari, F. P. (2021). Upaya Meningkatkan Sikap Disiplin Peserta Didik di Sekolah Menengah Pertama Negeri 1 Mardinding Kabupaten Karo. Didactica : Jurnal Kajian Pendidikan Dan Pembelajaran, 1(2), 53–58. https://doi.org/10.56393/didactica.v1i2.972

Sulhan, S. (2022). Pendidikan akhlak persfektif Ibnu Taimiyah: Analisis Kitab Tazkiyatun Nafs. Tawazun: Jurnal Pendidikan Islam, 15(3), 379. https://doi.org/10.32832/tawazun.v15i3.8588

Tabang, V., & Saefulloh, A. (2023). Peran Pendidik dalam Membangun Interaksi Antar Siswa. Jurnal Bimbingan dan Konseling Pandohop, 3(2).

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

Umam, K. (2010). Pemikiran Pendidikan Ibnu Taimiyah Relevansinya Dengan Pendidikan Kontemporer. Jurnal Falasifa, 1(2), 129–140.

Wandi, Z. N., & Nurhafizah, N. (2019). Etika Profesi Guru Pendidikan Anak Usia Dini di Kecamatan Padang Timur Kota Padang. JURNAL PAJAR (Pendidikan Dan Pengajaran), 3(4). https://doi.org/10.33578/pjr.v3i4.7453

Yusoff, Z. J. M., Yahya, N., Mahmud, W. M. W., & Yusoff, S. H. M. (2024). The Concept of Insan Khalifah in the Formation of Teacher Professionalism. International Journal of Academic Research in Business and Social Sciences, 14(12), Pages 326-339. https://doi.org/10.6007/IJARBSS/v14-i12/23956

Zubaidah, R. S. A. N. (2022). Etika Guru dalam Mengajar Sebagai Perwujudan Karakter Budi Pekerti Siswa di Sekolah. SENTRI: Jurnal Riset Ilmiah, 1(4), 1125–1138. https://doi.org/10.55681/sentri.v1i4.343