The Creativity of Teachers as Rȗḥ al-Mudarris: Observations of Arabic Language Teachers at Pesantren Modern
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.36Keywords:
Teacher Creativity, Rūḥ al-Mudarris, Arabic Language Education, Pesantren, Professionalism developmentAbstract
This study examines teachers' creativity as rūḥ al-mudarris, specifically in Arabic Language Teaching at Pesantren Ar-Raudlatul Hasanah. Based on the conceptual framework of KH Imam Zarkasyi, which emphasizes the teacher's spirits over methods and materials, this study aims to explore how Arab teachers practice creativity not merely as a technical skill but as a living commitment to teaching. Using a qualitative-descriptive approach, data were collected through classroom observations, semi-structured interviews, and document analysis with the participation of teachers, supervisors, and stakeholder. The findings show that teachers' creativity manifests in three main forms: (1) thorough and flexible appropriation of the subject matter; (2) adaptive and participatory classroom management; and (3) intuitive and empathetic interpersonal interactions with students, colleagues, and parents. These forms of creativity emerge from teachers' awareness of their role as educators, mentors, and facilitators of meaningful learning. This study concludes that teacher creativity, based on the ruḥ al-mudarris, is not an added value, but rather a fundamental force that enlivens the learning environment and fosters a collaborative educational ecosystem. These findings underscore the importance of strengthening teachers' creativity through institutional culture, professional development, and pedagogical leadership in Pesantren.
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