Ideal Teacher Competencies from Ki Hajar Dewantara’s Perspective and their Relevance to Islamic Education in the Digital Era

Abstract

This study aims to analyze the concept of ideal teacher competencies from Ki Hajar Dewantara’s perspective and its relevance to Islamic education in the digital era. This study employed a qualitative approach using library research. Data were obtained from Ki Hajar Dewantara’s works, Islamic education literature, regulations concerning teacher competencies, and recent scientific articles on teacher competencies and digital education. The data were analyzed using content analysis through the stages of identification, classification, interpretation, and synthesis. The findings indicate that the concept of ideal teacher competencies according to Ki Hajar Dewantara is grounded in the philosophy of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani, which positions teachers as role models, motivators, and sources of encouragement for students. Ideal teachers are required not only to possess pedagogical and professional competencies but also personal and social competencies reflected in integrity, responsibility, honesty, exemplary conduct, and the ability to guide students through a humane approach. This concept is highly relevant to Islamic education, which views teachers as murabbi, mu’allim, muaddib, and mursyid who are responsible for developing individuals who possess faith, knowledge, and noble character. In the digital era, these competencies must be integrated with digital literacy so that teachers can use technology effectively in learning while guiding students to use technology critically, ethically, and in accordance with Islamic values. Therefore, Ki Hajar Dewantara’s ideas remain relevant as a foundation for developing teacher competencies in response to the challenges of Islamic education in the digital era.