Prophetic Pedagogy in Islamic Education: A Model for Intellectual and Moral Development

Abstract

Islamic education plays a strategic role in shaping individuals who are not only intellectually superior but also morally and spiritually mature. However, contemporary educational practices tend to emphasize cognitive aspects and academic achievement, neglecting character development and ethical values. This study aims to examine and formulate prophetic pedagogy as an integrative Islamic educational model for developing students' intellectual and moral development. This study employed a qualitative approach with a literature study method through analysis of classical and contemporary books, scientific journal articles, and relevant Islamic sources. The study results indicate that prophetic pedagogy is based on prophetic values, including humanization, liberation, and transcendence. The value of humanization positions students as subjects of learning with dignity and potential that must be optimally developed. The value of liberation views education as a means of liberation from ignorance and social injustice through the development of critical awareness. Meanwhile, the value of transcendence emphasizes the orientation of education toward divine awareness and the integration of reason and revelation. The research findings also emphasize the role of educators as mu'allim, murabbi, and uswah hasanah, which are key to internalizing prophetic values ​​through a dialogic, participatory, and contextual learning process. Thus, prophetic pedagogy offers a holistic and relevant model of Islamic education to address the challenges of the moral crisis and dehumanization of education in the contemporary era, while also contributing to the formation of knowledgeable, moral, and socially responsible individuals.