Landasan Etis Relasi Guru-Murid dalam Literatur Tafsir Indonesia Modern Perspektif Tafsir Tarbawi

Abstract

The rise of students’ immoral behavior toward teachers in modern-day Indonesia within educational environments, spanning from verbal abuse to physical violence, encourages further research on educational ethics within religious texts. Utilizing a qualitative methodology, this study re-evaluates the ethical foundations of teacher-student interaction in educational settings based on Q. (18): 60-82. Research data were sourced from library research, citing three modern Indonesian exegetical treatises: Tafsir Al-Azhar by HAMKA, Tafsir al-Qur’anul Majid An-Nur by Hasbi Asshiddieqy, and Tafsir Al-Misbah by Quraish Shihab. Secondary sources were gathered from journals, books, and religious literature. This research focuses on these three modern Indonesian exegetes’ local renderings of the ethical relationship between teacher and student in the narrative of Moses and Khidr by employing a content analysis approach. Research findings indicate that Q. (18): 60-82 portrays a student work ethic defined by earnestness and profound patience in the learning process, as exemplified by Moses' quest for knowledge over many years, a principle expressed in the Qur’an as ḥuqubā. The archetype of teacher-student interaction in the Moses-Khidr story in Q. (18): 65-77 reinforces the importance of implementing learning contracts and the necessity of a teacher's compromise of students' errors, such that the termination of a learning contract is only applied after two stages of warning. Alas, Khidr’s monologue in Q. (18): 78-82 on the lessons of their journey reflects the importance of teachers articulating the vision and objectives of learning by the end of the session so that students may achieve their learning targets.