Pandangan Ibnu Qayyim Al-Jauziyyah tentang Guru Ideal dan Relevansinya dalam Pendidikan Islam Masa Kini

Penelitian ini dilatarbelakangi oleh adanya krisis moral, lemahnya keteladanan guru, serta kecenderungan pendidikan modern yang lebih menekankan aspek kognitif dibandingkan pembinaan akhlak dan spiritual peserta didik. Tujuan penelitian ini adalah untuk menganalisis hakikat, sumber ilmu, dan tujuan guru ideal menurut Ibnu Qayyim al-Jauziyyah, mengidentifikasi karakteristik guru ideal, dan merumuskan relevansi serta implementasinya dalam pendidikan Islam masa kini.
Pendekatan penelitian ini menggunakan kualitatif deskriptif dengan jenis penelitian kepustakaan (library research). Sumber data primer dalam penelitian ini adalah karya Ibnu Qayyim al-Jauziyyah, terutama Miftah Dar al-Sa’adah dan Madarij al-Salikin, sedangkan sumber data sekunder berupa buku, jurnal ilmiah, tesis, dan literatur lain yang relevan. Teknik pengumpulan data dilakukan melalui studi pustaka dan dokumentasi, kemudian dianalisis dengan metode deskriptif-analitis.
Hasil penelitian menunjukkan bahwa pertama, hakikat guru ideal menurut Ibnu Qayyim al-Jauziyyah adalah pembimbing spiritual yang mengantarkan murid kepada kebahagiaan hakiki, kedua, sumber ilmu terdiri atas tiga tingkatan, yaitu pancaindra, hati yang suci, dan ilham dari Allah, sedangkan tujuan guru ideal meliputi penyampaian ilmu, pembentukan akhlak, dan pengantaran murid menuju ma’rifatullah, ketiga karakteristik guru ideal mencakup pewaris nabi, pemilik ilmu, pengamal ilmu, pemberi petunjuk dan bimbingan, serta pejuang yang sabar, dan keempat, pemikiran Ibnu Qayyim al-Jauziyyah relevan dengan pendidikan Islam masa kini, terutama dalam penguatan keteladanan guru, pendidikan hati dan jasmani, pemahaman karakter murid, penerapan hukuman yang mendidik, serta keterlibatan orang tua dan masyarakat.Dapat disimpulkan bahwa konsep guru ideal menurut Ibnu Qayyim al-Jauziyyah dapat menjadi landasan teoritis dan praktis dalam pengembangan kompetensi guru pendidikan Islam yang berilmu, berakhlak, spiritual, dan relevan dengan tantangan pendidikan kontemporer.

===================================================================================

This study was undertaken in response to the growing moral crisis, the declining role of teachers as moral role models, and the tendency of contemporary education to prioritize cognitive achievement over students’ moral and spiritual development. It aims to analyze Ibn Qayyim al-Jawziyyah’s concept of the ideal teacher, particularly the nature of the teacher, the sources of knowledge, and the educational objectives, as well as to identify the characteristics of the ideal teacher and examine the relevance and implementation of these concepts within contemporary Islamic education.
This study employs a descriptive qualitative approach with a library research method. The primary data sources are Ibn Qayyim al-Jawziyyah's works, particularly Miftah Dar al-Sa'adah and Madarij al-Salikin, while the secondary data sources include books, scholarly journal articles, theses, and other relevant literature. The data were collected through literature study and documentation, and were analyzed using descriptive-analytical methods.
This study employed a descriptive qualitative approach based on library research. The primary sources consisted of Ibn Qayyim al-Jawziyyah’s major works, particularly Miftāḥ Dār al-Sa‘ādah and Madārij al-Sālikīn, while the secondary sources included scholarly books, journal articles, master’s theses, and other relevant literature. Data were collected through literature review and document analysis and were analyzed using a descriptive-analytical approach
The findings reveal four major themes. First, Ibn Qayyim al-Jawziyyah conceptualizes the ideal teacher as a spiritual guide who leads students toward true happiness. Second, knowledge is derived from three interconnected sources: sensory perception, a purified heart, and divine inspiration from Allah. Accordingly, the educational objectives of the ideal teacher include imparting knowledge, cultivating noble character (akhlaq), and guiding students toward ma‘rifatullah (the knowledge of Allah). Third, the characteristics of the ideal teacher include serving as an heir to the prophetic tradition, possessing sound knowledge, practicing that knowledge, providing guidance and direction, and demonstrating patience and perseverance in educating students. Fourth, Ibn Qayyim al-Jawziyyah’s educational thought remains highly relevant to contemporary Islamic education, particularly in strengthening teachers’ role modelling, integrating spiritual and physical development, understanding students’ individual characteristics, implementing constructive disciplinary practices, and fostering collaboration among teachers, parents, and the wider community.
This study concludes that Ibn Qayyim al-Jawziyyah’s concept of the ideal teacher provides a valuable theoretical and practical framework for developing Islamic education teachers who are knowledgeable, morally exemplary, spiritually grounded, and responsive to the challenges of contemporary education.