An Islamic Social-Emotional Learning Model for Character Education in Madrasah Ibtidaiyah: Synthesizing the Pedagogical Values of Sayyidah Hafshah
DOI:
https://doi.org/10.37812/fikroh.v19i2.2410Keywords:
Islamic Social-Emotional Learning; Madrasah Ibtidaiyah; Sayyidah Hafshah; Pedagogy.Abstract
This study aimed to identify the pedagogical values embodied by Sayyidah Hafshah bint Umar, examine their correspondence with the core competencies of Social-Emotional Learning (SEL), and construct an Islamic Social-Emotional Learning (I-SEL) model for character education in Madrasah Ibtidaiyah. Employing a qualitative-conceptual library research approach, the study applied content analysis, comparative analysis, and conceptual synthesis to examine primary and secondary sources on Sayyidah Hafshah's pedagogical values, SEL, and Islamic character education. The novelty of this study lies in systematically synthesizing the pedagogical values of Sayyidah Hafshah with the CASEL framework to develop an Islamic conceptual model of Social-Emotional Learning. The analysis identified five core pedagogical values literacy, discipline, self-regulation, trustworthiness (amanah), and moral integrity which were subsequently mapped onto the five SEL competencies through comparative analysis. This synthesis resulted in an I-SEL model comprising five integrated dimensions: spiritual self-awareness, Islamic self-management, Qur'anic social awareness, adab-based relationship skills, and trust-based responsible decision-making. The model extends the conventional SEL framework by incorporating spiritual, moral, and Islamic pedagogical foundations, offering both a conceptual contribution to Islamic educational theory and a practical framework for strengthening character education in Madrasah Ibtidaiyah.
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