Teaching with Love
A Qur’anic–Humanistic Framework for Teacher Formation
DOI:
https://doi.org/10.20414/elhikmah.v19i2.14595Keywords:
beloved teacher, teaching with love, Qur’anic pedagogy, Islamic education, humanistic learningAbstract
Abstrak: Pendidikan kontemporer seringkali memprioritaskan pencapaian kognitif dan kompetensi teknis sambil mengesampingkan dimensi afektif, etis, dan spiritual dalam pembelajaran. Ketidakseimbangan ini telah berkontribusi pada terciptanya ruang kelas yang jauh secara emosional dan melemahnya hubungan guru-murid. Artikel ini mengkonseptualisasikan gagasan menjadi guru yang dicintai melalui kerangka pedagogis pengajaran dengan cinta dan kasih sayang dengan mengintegrasikan psikologi pendidikan, filsafat pendidikan, dan pedagogi Al-Qur'an. Dengan menggunakan pendekatan konseptual kualitatif, studi ini menganalisis pemikiran filosofis klasik, teori pembelajaran kontemporer, dan tradisi pendidikan Islam, termasuk tafsir Al-Qur'an klasik. Analisis menunjukkan bahwa cinta (maḥabbah), perhatian (ri‘āyah), dan pengajaran berbasis hati (ta‘līm bi al-qalb) bukanlah sekadar disposisi emosional tetapi merupakan keharusan pedagogis dan etis yang mendasar. Guru yang mewujudkan nilai-nilai ini menumbuhkan keamanan emosional, motivasi intrinsik, perkembangan moral, dan perkembangan manusia secara holistik yang mencakup dimensi intelektual, emosional, dan spiritual.
Kata kunci: guru tercinta; mengajar dengan penuh kasih sayang; pedagogi Al-Qur'an; pendidikan Islam; pembelajaran humanistik
Abstract: Contemporary education frequently prioritizes cognitive achievement and technical competence while marginalizing affective, ethical, and spiritual dimensions of learning. This imbalance has contributed to emotionally distant classrooms and weakened teacher–student relationships. This article conceptualizes the notion of becoming a beloved teacher through the pedagogical framework of teaching with love and affection by integrating educational psychology, philosophy of education, and Qur’anic pedagogy. Employing a qualitative conceptual approach, this study analyzes classical philosophical thought, contemporary learning theories, and Islamic educational traditions, including classical Qur’anic exegesis. The analysis demonstrates that love (maḥabbah), care (ri‘āyah), and heart-based teaching (ta‘līm bi al-qalb) are not merely emotional dispositions but constitute fundamental pedagogical and ethical imperatives. Teachers who embody these values foster emotional security, intrinsic motivation, moral development, and holistic human flourishing encompassing intellectual, emotional, and spiritual dimensions.
Downloads
References
Aloni, N. (2013). Empowering Dialogues in Humanistic Education. Educational Philosophy and Theory, 45(10), 1067–1081. https://doi.org/10.1111/j.1469-5812.2011.00789.x
Ball, G. O., Belanova, R. A., Honcharenko, S. U., Zyazyun, I. A., Kononenko, P. P., Infantry, O. M., Rybalko, V. V., Romanenko, M. I., Romanovskyi, O. G., & Rudnytska, O. P. (2024). HUMANIZATION AS A COMPONENT OF QUALITY HIGHER EDUCATION: SOCIAL AND PHILOSOPHICAL ANALYSIS. АКТУАЛЬНІ ПРОБЛЕМИ ФІЛОСОФІЇ ТА СОЦІОЛОГІЇ, 18. http://apfs.nuoua.od.ua/archive/46_2024/46_2024.pdf#page=18
Benne, K. D. (1975). The Humanization of Schooling. Journal of Education, 157(2), 44–60. https://doi.org/10.1177/002205747515700207
Del Carmen Salazar, M. (2013). A Humanizing Pedagogy: Reinventing the Principles and Practice of Education as a Journey Toward Liberation. Review of Research in Education, 37(1), 121–148. https://doi.org/10.3102/0091732X12464032
Díaz-Megolla, A., & Falcon, S. (2025). Love in Formal Education: A Systematic Review of Empirical Studies. Review of Educational Research, 00346543251386453. https://doi.org/10.3102/00346543251386453
Donnelly, J. F. (2004). Humanizing science education. Science Education, 88(5), 762–784. https://doi.org/10.1002/sce.20004
Firdaus, F. A., & Mariyat, A. (2017). Humanistic approach in education according to Paulo Freire. At-Ta’dib, 12(2), 25. https://www.academia.edu/download/113038477/pdf.pdf
Gidley, J. M. (2016). Pedagogical Love: An Evolutionary Force. In J. M. Gidley, Postformal Education (pp. 189–206). Springer International Publishing. https://doi.org/10.1007/978-3-319-29069-0_8
Maimun, M., Jannah, Z. (2025). Menjadi Guru yang Dicintai, Menerangi Jalan Hidup Siswa dengan Sentuhan al-Qur'an. UIN Mataram Press. Kota Mataram.
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861. https://psycnet.apa.org/fulltext/2018-52945-001.html
Muali, H. C. (2017). Humanism Education: Affective Consideration in Character Education Conception. ICEISC: International Conference on Education and Islamic Culture. http://ejournal.unuja.ac.id/index.php/iceisc/article/view/90
Povinelli, M. J. (2025). Love and Its Attributes as a Foundation for Student Learning in Engineering Education. 2025 ASEE Annual Conference & Exposition. https://peer.asee.org/love-and-its-attributes-as-a-foundation-for-student-learning-in-engineering-education
Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434
Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review, 34(4), 2061–2094. https://doi.org/10.1007/s10648-022-09706-0
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://meridian.allenpress.com/spr/article-pdf/46/3/239/1964531/spr-2017-0035_v46-3.pdf
Sabirova, U. F., Gusenina, S. V., Sukhomlinova, M. V., & Safyanov, V. I. (2019). Humanization as a sociocultural component of the higher education quality. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(1), 3209–3218. https://www.researchgate.net/profile/Marina-Sukhomlinova/publication/337323442_Humanization_as_a_Sociocultural_Component_of_the_Higher_Education_Quality_UF_Sabirova_SV_Guzenina_MV_Sukhomlinova_VI_Safyanov/links/5dd22648a6fdcc7e138a343a/Humanization-as-a-Sociocultural-Component-of-the-Higher-Education-Quality-UF-Sabirova-SV-Guzenina-MV-Sukhomlinova-VI-Safyanov.pdf
Shih, Y.-H. (2022). Love-based relationships between teachers and students in early childhood education. Policy Futures in Education, 20(7), 748–761. https://doi.org/10.1177/14782103211063050
Siswadi, G. A. (2024). Education and liberation: A critical study of the humanistic school of pedagogy. EDUCATION, CHARACTER, AND HUMANISTIC PEDAGOGY. https://www.researchgate.net/profile/Gede-Agus-Siswadi/publication/380214622_EDUCATION_CHARACTER_AND_HUMANISTIC_PEDAGOGY_CONCEPT_THEORY_AND_APPLICATIONS/links/6631eae908aa54017acfc9bb/EDUCATION-CHARACTER-AND-HUMANISTIC-PEDAGOGY-CONCEPT-THEORY-AND-APPLICATIONS.pdf#page=10
Spooner, H. S. (2018). Agape: Love as the foundation of Pedagogy and Curriculum [Master’s Thesis, Kent State University]. https://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882
Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401–420. https://doi.org/10.1080/01443410.2022.2033168
Uusiautti, S., Määttä, K., & Määttä, M. (2013). Love-based practice in education. International Journal about Parents in Education, 7(2). https://ijpe.eu/article/view/18222
Vanderheiden, E., & Mayer, C.-H. (2025). Foundational Approaches to Pedagogical. Pedagogical Love in Adult Education: New Perspectives in Nurturing, Growth and Transformation, 1. https://books.google.com/books?hl=id&lr=&id=NFdaEQAAQBAJ&oi=fnd&pg=PA1&dq=A.%09Philosophical+and+Ethical+Foundations+of+Love-Based+Pedagogy&ots=-kD9ODDc8I&sig=exvVJmZFdgbiicf2-X6lu-_4e-4
Vanderheiden, E., Mayer, C.-H., & Barcelos, A. M. F. (2025). Editorial—Roots and Branches: Foundational Approaches to Pedagogical Love in Adult Education. In E. Vanderheiden, C.-H. Mayer, & A. M. F. Barcelos (Eds), Pedagogical Love in Adult Education (pp. 1–23). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-82046-5_1
Wilcken, A. J., & Roseth, C. J. (2015). The importance of teacher–student relationships for student engagement and achievement. In Routledge international handbook of social psychology of the classroom (pp. 177–187). Routledge. https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315716923-21&type=chapterpdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Authors and readers can copy and redistribute the material in any medium or format, as well as remix, transform, and build upon the material for any purpose, even commercially, but they must give appropriate credit (cite to the article or content), provide a link to the license, and indicate if changes were made. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
