Rabbaniyyah Pedagogy: A Systematic Review of Literature Concerning Teacher-Student Relational Ethics in The Interpretation of Tarbawi Anwar Al-Baz
DOI:
https://doi.org/10.15575/jis.v6i3.51626Kata Kunci:
tafsir tarbawi, teacher-student relationship, Islamic education, systematic literature review, Qur'anic ethicsAbstrak
This study examines the teacher-student relational ethics in Anwar al-Baz's Tafsir Tarbawi through a systematic literature review (SLR) of 45 works (2007–2023). The analysis shows that al-Baz's Qur'an-based pedagogical framework, rooted in Rabbaniyyah (God-centered education), offers a transformative model to address contemporary educational challenges, including moral degradation, the digital divide, and the crisis of teacher authority. Key findings highlight three pillars of al-Baz's approach: (1) Spiritual accompaniment through prophetic narratives (e.g., the story of Musa-Khidir in Q.S. Al-Kahfi: 60-82), (2) Dialogic learning in line with the principle of wisdom in Q.S. An-Nahl: 125, and (3) Holistic accountability that integrates cognitive, affective, and spiritual development. Despite its theoretical richness, only 30% of studies explore its application in digital contexts, highlighting important shortcomings in virtual ethics, such as addressing cyberbullying based on Q.S. Al-Hujurat: 11-13. This study proposes the Tarbawi Integration Framework to bridge Qur'anic ethics with modern pedagogy, emphasizing curriculum redesign, teacher training in digital-spiritual literacy, and evidence-based policies for inclusive education. These recommendations align with SDG 4 (Quality Education) and address the vision of Golden Indonesia 2045, positioning al-Baz's work as an important resource for ethical education reform in the era of artificial intelligence.
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