The Implementation of Teachers’ Understanding of Learners from the Perspective of Islamic Educational Philosophy: An Observational Study at Buana Waru Junior High School

Abstract

This study aims to analyze how teachers at Buana Waru Junior High School understand learners from the perspective of Islamic educational philosophy, as well as how such practices relate to the comprehensive objectives of Islamic education. The research employs a qualitative approach using direct classroom and school-environment observations as the primary data collection method. The observational findings indicate that teachers do not perceive learners as passive objects, but rather as individuals possessing physical, intellectual, spiritual, moral, and social potential. Teachers implement a humanistic pedagogical approach by fostering dialogical interactions, adapting instructional styles to the diverse characteristics of learners, and paying close attention to students’ social backgrounds. These practices reflect a holistic understanding of learners that is consistent with the principles of Islamic educational philosophy, which views human beings as integrated and multidimensional entities. Furthermore, the observed educational practices align with the core objectives of Islamic education, namely the formation of learners who possess noble character (akhlakul karimah), sound knowledge, spiritual awareness, and social responsibility. Teachers internalize values such as honesty, discipline, respect, cooperation, and religious consciousness within classroom activities, while simultaneously encouraging learners to think critically and connect academic content with real-life experiences. Thus, the research questions are addressed by demonstrating a clear consistency between teachers’ understanding, pedagogical practices, and the core values of Islamic educational philosophy. This study affirms that education grounded in Islamic philosophy is not merely normative in nature but can be practically implemented through pedagogical interactions and approaches that are sensitive to learners’ developmental needs. Future research is recommended to expand data sources through in-depth interviews and cross-school comparisons to achieve a more comprehensive mapping of the implementation of Islamic educational philosophy in educational practice.