Value-based facilitator: Integrating murabbi and progressivism in Islamic education

Abstract

This study aims to examine the conceptual relationship between murabbi in Islamic education and the facilitator in educational progressivism, and to formulate an integrative model for repositioning the role of contemporary educators. This research employed a qualitative library research method by analyzing primary and secondary literature on Islamic educational philosophy, tarbiyah, ta’dib, murabbi, progressivism, student-centered learning, value education, and character education. The data were collected through document study and analyzed using qualitative content analysis and comparative-philosophical analysis based on ontological, epistemological, and axiological dimensions. The findings show that murabbi emphasizes ethical-spiritual guidance, character formation, moral exemplarity, and holistic human development, whereas the progressive facilitator emphasizes learning experience, dialogue, learner autonomy, participation, and problem solving. The synthesis of these two concepts produces the value-based facilitator model, consisting of five dimensions: ethical-spiritual, facilitative, dialogical, transformative, and critical-contextual. This model offers a conceptual contribution to contemporary Islamic education by integrating value formation with active learning, enabling educators to guide learners without domination and facilitate autonomy without losing ethical direction. Abstrak Penelitian ini bertujuan mengkaji hubungan konseptual antara murabbi dalam pendidikan Islam dan fasilitator dalam progresivisme pendidikan, serta merumuskan model integratif untuk mereposisi peran pendidik kontemporer. Penelitian ini menggunakan metode kualitatif dengan jenis studi kepustakaan melalui analisis literatur primer dan sekunder tentang filsafat pendidikan Islam, tarbiyah, ta’dib, murabbi, progresivisme, pembelajaran berpusat pada peserta didik, pendidikan nilai, dan pendidikan karakter. Data dikumpulkan melalui studi dokumen dan dianalisis menggunakan analisis isi kualitatif serta analisis komparatif-filosofis berdasarkan dimensi ontologis, epistemologis, dan aksiologis. Hasil penelitian menunjukkan bahwa murabbi menekankan pembinaan etik-spiritual, pembentukan karakter, keteladanan moral, dan pengembangan manusia secara holistik, sedangkan fasilitator progresivisme menekankan pengalaman belajar, dialog, otonomi peserta didik, partisipasi, dan pemecahan masalah. Sintesis kedua konsep tersebut menghasilkan model value-based facilitator yang terdiri atas lima dimensi, yaitu etik-spiritual, fasilitatif, dialogis, transformatif, dan kritis-kontekstual. Model ini menawarkan kontribusi konseptual bagi pendidikan Islam kontemporer dengan mengintegrasikan pembinaan nilai dan pembelajaran aktif, sehingga pendidik dapat membimbing peserta didik tanpa dominasi serta memfasilitasi otonomi belajar tanpa kehilangan arah etik.