Background: The emergence of moral decadence and the weakening of students' personalities require appropriate solutions. Not only that, but similar issues of poor personality traits are also evident among educators, who are supposed to be role models for their students. Educators should embody uswah al-hasanah (the best example) in their daily lives. This study aims to explore the construction of KH. Hasyim Asy'ari’s thoughts on teacher professionalism as outlined in his book Adab al-‘Alim wa al-Muta’alim.
Methods: A library research approach was used, focusing on the study of KH. Hasyim Asy'ari’s thoughts from his book Adab al-‘Alim wa al-Muta’alim. This research relied heavily on literature and relevant sources to gather data and insights regarding the concepts of teacher professionalism within the Islamic educational context.
Results: The findings show that Adab al-‘Alim wa al-Muta’alim consists of eight chapters, with a detailed introduction. The study identifies three key sections: the first addresses the importance of knowledge and how to impart it; the second discusses the attitude of students when seeking knowledge; and the third focuses on the morals and professionalism of teachers. KH. Hasyim Asy'ari’s thought on teacher professionalism is thoroughly discussed in Chapters 5 and 6, showing strong alignment with modern concepts of teacher professionalism.
Discussion: KH. Hasyim Asy'ari emphasizes the importance of teacher professionalism in both their teaching methods and interactions with students. He proposes 20 essential attitudes that a professional teacher must possess, which are categorized into four broad groups. These attitudes are crucial in shaping a teacher’s character and role as a moral guide and educator.
Conclusion: This study highlights KH. Hasyim Asy'ari’s constructive approach to teacher professionalism, offering valuable concepts that remain relevant in modern education. His ideas on the teacher’s role in guiding students and maintaining professional ethics serve as an important foundation for educational reform and teacher training.
Novelty: This study contributes new insights into the intersection of Islamic educational thought and teacher professionalism. By examining KH. Hasyim Asy'ari’s perspectives in Adab al-‘Alim wa al-Muta’alim, it offers a framework that can be applied to current teacher development practices, particularly in fostering moral and professional standards in education.
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