CONCEPTUALIZATION OF STUDENT-TEACHER RELATIONSHIP: A COMPARATIVE STUDY OF SYEKH NAWAWI AL-BANTANI AND SYEKH HASYIM ASY'ARI'S THOUGHT

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 1, Januari 2026 L CONCEPTUALIZATION OF STUDENT-TEACHER RELATIONSHIP: A COMPARATIVE STUDY OF SYEKH NAWAWI AL-BANTANI AND SYEKH HASYIM ASY'ARI'S THOUGHT *1 Ahmad Syarifudin, 2Dimyati, 3Taufik Abdillah Syukur *1,2,3 Universitas Islam Negeri Syarif Hidayatullah Jakarta *1 Email: , , 3 Abstract This study analyzes the conceptualization of student-teacher relationships according to Syekh Nawawi al-Bantani and Syekh Hasyim Asy'ari as a response to the moral crisis in contemporary education. Using a qualitative method with a comparative approach, this research examines Syekh Nawawi's Maraaq al-Ubudiyyah and Syekh Hasyim Asy'ari's Adab al-'Alim wa al-Muta'allim. The findings reveal that Syekh Nawawi employs a principle-minimalist approach with 13 universal moral dimensions, while Syekh Hasyim Asy'ari uses a procedural-maximalist approach with 81 detailed substantive points. Both approaches differ in writing format, theme placement, and level of elaboration, yet both emphasize ta'dhim (respect), tawadhu' (humility), and husn al-adab (good ethics) as foundations for blessed knowledge. This study concludes that integrating both approaches can produce an Islamic education model that is theologically solid, operationally clear, and applicable in addressing modern educational challenges. The relevance of their thoughts to achieving blessed knowledge manifests in forming students' characters who are not only intellectually intelligent but also spiritually mature. Keywords: student-teacher relationship, Syekh Nawawi al-Bantani, Syekh Hasyim Asy'ari, moral education, blessed knowledge. Abstrak Penelitian ini menganalisis konseptualisasi hubungan murid dengan guru menurut Syekh Nawawi al-Bantani dan Syekh Hasyim Asy'ari sebagai respons terhadap krisis akhlak dalam pendidikan kontemporer. Menggunakan metode kualitatif dengan pendekatan komparatif, penelitian ini mengkaji kitab Maraaq al-Ubudiyyah karya Syekh Nawawi dan Adab al-'Alim wa al-Muta'allim karya Syekh Hasyim Asy'ari. Hasil penelitian menunjukkan bahwa Syekh Nawawi menerapkan pendekatan prinsipil-minimalis dengan 13 dimensi akhlak yang bersifat universal, sementara Syekh Hasyim Asy'ari menggunakan pendekatan prosedural-maksimalis dengan 81 poin substantif yang detail. Kedua pendekatan memiliki perbedaan dalam hal format penulisan, penempatan tema, dan tingkat elaborasi, namun sama-sama menekankan pentingnya ta'dhim (penghormatan), tawadhu' (kerendahan hati), dan husn al-adab (etika yang baik) sebagai fondasi keberkahan ilmu. Penelitian ini menyimpulkan bahwa integrasi kedua pendekatan dapat menghasilkan model pendidikan Islam yang kokoh secara teologis, jelas secara operasional, dan aplikatif dalam menghadapi tantangan pendidikan modern. 833 Relevansi pemikiran keduanya terhadap pencapaian keberkahan ilmu termanifestasi dalam pembentukan karakter murid yang tidak hanya cerdas secara intelektual tetapi juga matang secara spiritual. Kata kunci: hubungan murid-guru, Syekh Nawawi al-Bantani, Syekh Hasyim Asy'ari, pendidikan akhlak, keberkahan ilmu INTRODUCTION Education serves as a fundamental instrument in shaping morally noble, virtuous human beings capable of recognizing their potential. In the Islamic context, education is not merely a process of knowledge transfer, but also a process of moral and spiritual formation that is deeply rooted in ethical values. The relationship between students and teachers occupies a central position in this process, as teachers are regarded as inheritors of the prophets (warathah al-anbiya’), who not only convey knowledge but also guide students toward righteousness and piety (Azra, 2019). However, contemporary educational realities indicate a significant moral degradation in this relationship, which threatens the essence of Islamic education itself. The increasing cases of violence in educational environments, as reported by the Indonesian Child Protection Commission (KPAI), reflect a serious crisis in moral values within schools. The data indicating 573 cases of violence in 2024, with a significant portion occurring within educational institutions, highlights the urgency of addressing moral issues in education. This crisis is not limited to physical violence but extends to subtle forms of moral decline, such as diminishing respect toward teachers, disobedience, and the erosion of ethical communication between students and educators. Sitompul’s findings further reinforce this condition by identifying patterns of student misconduct, including disregard for rules, lack of engagement in learning, and inappropriate behavior toward teachers (Sitompul, 2020). In response to this crisis, it is essential to revisit classical Islamic educational thought, particularly the works of prominent scholars who have provided comprehensive frameworks for understanding the ideal relationship between students and teachers. Among these scholars, Syekh Nawawi al-Bantani and Syekh Hasyim Asy’ari stand out as influential figures whose ideas remain relevant in addressing contemporary educational challenges. Both scholars, rooted in the rich intellectual tradition of the Nusantara, offer profound insights into the ethical and spiritual dimensions of education. Syekh Nawawi al-Bantani, a renowned scholar who taught at Masjid al-Haram, articulated his views on education in his work Maraaq al-Ubudiyyah. His perspective emphasizes the spiritual dimension of learning, where the relationship between students and teachers is grounded in sincerity, humility, and devotion to Allah. For Nawawi, knowledge is not merely intellectual acquisition but a means of attaining closeness to God, and thus requires proper adab (etiquette) in the learning process. According to Nawawi, students must exhibit profound respect toward their teachers as a prerequisite for gaining beneficial knowledge. This respect manifests in various forms, such as listening attentively, avoiding interruption, seeking permission before speaking, 834 and maintaining humility in the presence of the teacher. He emphasizes that arrogance and disrespect can obstruct the flow of knowledge and deprive students of its blessings (Nawawi, n.d.). This concept aligns with the broader Islamic principle that knowledge is a ‫( نور‬light) granted by Allah, which cannot reside in a heart filled with arrogance or disobedience. Furthermore, Nawawi highlights the importance of sincerity (ikhlas) in seeking knowledge. Students are encouraged to purify their intentions, ensuring that their pursuit of knowledge is solely for the sake of Allah rather than for worldly recognition or material gain. This spiritual orientation reinforces the ethical dimension of the studentteacher relationship, where both parties are engaged in a sacred endeavor aimed at achieving divine pleasure. In addition, Nawawi underscores the role of the teacher as a spiritual guide who shapes not only the intellectual but also (...truncated)