Kajian Talim al Mutaallim dalam Membentuk Kesadaran Spiritual dan Adab Belajar Santri

Abstract

This study examines how the study of Ta'lim al-Muta'allim cultivates spiritual awareness and learning ethics among students at An-Nawawy Islamic educational institution in Sidoarjo. It moves beyond the causal claim that classical-text instruction automatically increases spiritual intelligence and instead analyzes the pedagogical mechanisms through which ethical concepts are interpreted, modeled, practiced, and reflected upon. The research used a descriptive qualitative approach with interviews, observation, and documentation. Data were analyzed through condensation, thematic presentation, and conclusion drawing, while triangulation was used to compare sources and techniques. The findings indicate that the study was planned within the madrasah diniyah curriculum through the formulation of objectives, materials, methods, and time allocation. The bandongan method was used as the main instructional practice: the ustadz read, translated, explained, and contextualized the text while modeling learning ethics. Students' reported practices included greater attention to intention, respect for teachers and knowledge, discipline, emotional restraint, perseverance, and sincerity in learning. These findings are conceptualized as a Text-to-Adab Transformation Cycle consisting of textual reception, interpretive explanation, exemplary modeling, repeated practice, guided reflection, and ethical agency. The study also finds that dense schedules, unstable attendance, limited facilities, and the absence of a fully residential environment restrict the continuity of habituation. The article concludes that classical-text learning becomes spiritually formative not because of the text or bandongan method alone, but when understanding is connected to consistent examples, meaningful practice, reflective dialogue, and opportunities for students to exercise moral judgment. Since the study did not employ a validated spiritual-intelligence scale or a longitudinal design, its findings describe perceived processes and manifestations rather than proving causal improvement.