Educational thought from Minangkabau: Mahmud Yunus’s concept of professionalism among Islamic teachers
https://doi.org/10.63826/jtpre.v1i1.170
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Abstract
The growing demand for high-quality Islamic education has intensified the need to strengthen teacher professionalism within madrasas, particularly through frameworks grounded in Islamic intellectual traditions. This study aims to examine how Mahmud Yunus’ educational thought on teacher professionalism can be contextualized and operationalized to develop superior Islamic teachers in contemporary madrasa settings. Employing a qualitative design with a concept analysis approach, this research systematically analyzes key texts and ideas to construct a coherent framework of Islamic teacher professionalism. The findings reveal that Mahmud Yunus’ model is structured around three core competencies: pedagogical mastery through effective teaching methodologies, moral integrity reflected in exemplary character, and deep expertise in Islamic sciences as a foundation of professional authority. These interconnected dimensions form a holistic model that integrates knowledge, ethics, and devotion as essential attributes of Islamic teachers. However, the study is limited by its conceptual nature and reliance on textual analysis, suggesting the need for future empirical validation in diverse educational contexts. The study offers originality by revitalizing classical Islamic educational thought and translating it into a contemporary framework for teacher development, with practical implications for designing training programs, professional standards, and value-based evaluation systems in madrasas.
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References
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