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Submitted Revised Published 26 August 03 November 2025 06 November 2025 DOI : https://doi.
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PSYCHOLOGICAL DEPTH OF POETIC PEDAGOGY IN ALZARNUJIAoS TAAoLIM AL-MUTAAoALLIM: BANDURA-BASED SOCIAL
LEARNING PERSPECTIVE
Izharulhak Bin Saiful Hafni Universitas Islam Negeri Sunan Kalijaga Yogyakarta.
Indonesia E-mail: izharhafni@outlook.
Putri Hardiyanti Universitas Islam Sulthan Thaha Saifuddin Jambi.
Indonesia E-mail: : putrihardiyanti@uinjambi.
Faridl Hakim Universitas Islam Sulthan Thaha Saifuddin Jambi.
Indonesia E-mail: : faridlhakim@uinjambi.
Meor Muhammed Afique Meor Johari Universiti Kebangsaan Malaysia.
Selangor.
Malaysia E-mail: p145837@siswa.
ABSTRACT: This article presents an in-depth study of the pedagogical methodology employed by Imam Burhanuddin al-Zarnuji in his seminal work.
Ta'lim al-Muta'allim, with a particular focus on his strategic integration of poetic The analysis is conducted through the analytical framework of Albert BanduraAos Social Learning Theory.
The findings indicate a profound and intuitive alignment between al-ZarnujiAos classical Islamic pedagogical approach and modern psychological principles.
Specifically, the poetic verses within Ta'lim alMuta'allim effectively embody principles of modeling, vicarious reinforcement, and self-efficacy.
This demonstrates that al-ZarnujiAos methods, formulated centuries ago, possess a psychological depth that resonates with contemporary learning theories, positioning Arabic poetry as a strategic instrument for shaping the character and intellect of the learner.
The article further discusses the contemporary relevance of these findings for character education and holistic Islamic education, while also acknowledging the necessity for critical engagement and future empirical research to fully operationalize these insights in modern educational contexts.
244 Izharulhak Bin Saiful Hafni et al.
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Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
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Number 2.
December 2025 Keywords: Arabic poetry, character education.
Islamic pedagogy, elf-efficacy, social learning theory ABSTRAK: Artikel ini menyajikan kajian mendalam terhadap metodologi pedagogis yang digunakan oleh Imam Burhanuddin al-Zarnuji dalam karya monumentalnya.
Ta'lim al-Muta'allim, dengan fokus khusus pada integrasi strategis nasihat-nasihat puitis berbahasa Arab.
Analisis dilakukan dengan menggunakan kerangka Teori Pembelajaran Sosial dari Albert Bandura.
Temuan menunjukkan adanya keselarasan yang mendalam dan intuitif antara pendekatan pedagogis Islam klasik ala al-Zarnuji dan prinsip-prinsip psikologi modern.
Secara khusus, bait-bait syair Arab dalam Ta'lim al-Muta'allim merepresentasikan prinsip modeling, penguatan vikarius, dan self-efficacy secara efektif.
Hal ini menunjukkan bahwa metode al-Zarnuji, meskipun dirumuskan berabad-abad lalu, memiliki kedalaman psikologis yang tetap relevan dengan teori belajar kontemporer, menjadikan syair sebagai instrumen strategis dalam pembentukan karakter dan intelektual peserta didik.
Artikel ini juga membahas relevansi kontemporer temuan tersebut bagi pendidikan karakter dan pendidikan Islam holistik, serta mendorong adanya keterlibatan kritis dan penelitian empiris lanjutan untuk mengimplementasikan wawasan ini dalam konteks pendidikan modern.
Kata Kunci: karakter.
pedagogi Islam.
self-efficacy.
syair Arab.
teori pembelajaran sosial
INTRODUCTION
Imam Burhanuddin al-ZarnujiAos Ta'lim al-Muta'allim Taryq at-TaAoallum (Guiding the Learner on the Path of Learnin.
, penned in the 12th century, stands as a cornerstone within the vast treasury of Islamic educational thought.
This foundational text has exerted immense influence, particularly within the pesantren (Islamic boarding schoo.
tradition prevalent across Southeast Asia, where it has served as a primary guide for students for centuries.
Its transmission across both coastal and inland Muslim educational settingsAifrom maritime trade-based communities to agrarian heartlandsAiillustrates the adaptability of al-ZarnujiAos pedagogical principles to diverse sociocultural environments, showing how Islamic educational values remained responsive to varied regional contexts.
1 The book's profound guidance extends beyond mere intellectual development, aiming comprehensively to shape the intellect (Aoaq.
, the soul .
, and the character .
of the learner 2.
Its enduring status as a fundamental reference in pesantren for centuries signifies a continuous, cross-cultural recognition of the value of holistic education.
This suggests that educational systems that overlook the affective and moral dimensions of learning may be inherently incomplete, potentially contributing to contemporary issues such as "moral crises and Azyumardi Azra.
The Origins of Islamic Reformism in Southeast Asia: Networks of MalayIndonesian and Middle Eastern 'Ulama in the Seventeenth and Eighteenth Centuries (Honolulu:
University of HawaiAoi Press, 2.
, pp.
65Ae67.
ISBN 978-0824828110.
Dawam Rahardjo.
AuPesantren dan Transformasi Sosial,Ay Jurnal Ulumul QurAoan, vol.
2, no.
: 15Ae25.
Burhan al-Islam al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
, ed.
Beirut: Al-Maktab Al-Islami.
(Beirut, 1.
8,30
245 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
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,: 2620-9497 (Onlin.
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December 2025 character degradation"34.
This historical continuity underscores a universal human need for integrated moral and character development alongside intellectual growth, implying that educational models focusing solely on intellectual or professional competencies may ultimately fail to produce well-rounded individuals and harmonious societies.
Consequently, classical texts like Ta'lim alMuta'allim offer valuable insights for contemporary educational reforms aimed at fostering holistic development.
A distinctive feature of al-Zarnuji's pedagogical approach is his deliberate and extensive incorporation of poetry.
5 These poetic verses are far from mere literary embellishments.
they are strategically woven into the prose to distill complex ethical advice, reinforce key educational principles, and evoke a deeper emotional response in the learner6.
Functioning as memorable summaries, these verses encapsulate virtues such as sincerity .
, perseverance .
, profound respect for teachers .
utirym al-muAoalli.
, and the paramount importance of seeking knowledge for noble purposes7.
From the perspective of modern psychology, the efficacy of al-Zarnuji's methods can be fruitfully analyzed through various theoretical lenses.
One of the most fitting is Albert Bandura's Social Learning Theory, which later evolved into Social Cognitive Theory8.
Bandura posits that learning is a complex cognitive process that unfolds within a social context, asserting that individuals can learn significantly through observation or direct instruction, even in the absence of immediate motor reproduction or direct reinforcement.
9The theory is built upon several core concepts, including observational learning .
ften referred to as modelin.
, vicarious reinforcement .
earning by observing the consequences of others' action.
, and self-efficacy .
n individual's belief in their capacity to successfully perform a task or achieve a goa.
10 Bandura's theory emerged as a critical response to radical behaviorism, which was perceived as overly emphasizing environmental influences and direct reinforcement while neglecting internal cognitive processes.
Social Learning Theory, conversely, highlights the importance of internal mental states and the dynamic, reciprocal interaction among personal factors, behavior, and the external environment, a concept known as reciprocal determinism11.
Unlike earlier behaviorist models.
Bandura's theory 3 Zulkipli Lessy et al.
AoMoral Degradation in an Educational Milieu : Roles of Guardian in Fixing Morality of StudentsAo, 16 .
, pp.
273Ae83, doi:10.
35445/alishlah.
4 Sain.
Zohaib Hassan.
Astrifidha Rahma Amalia.
Muhammad Furqan, and Rizqah Qurrata A'yun.
AuImpact of Quality Education on Poverty Reduction Across Different Economic Contexts.
Ay Jurnal Al-Ijtimaiyyah 10.
: 293Ae298.
doi:10.
22373/al-ijtimaiyyah.
5 al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
6 al-Zarnuji.
7 al-Zarnuji.
8 Albert.
Bandura.
Social Learning Theory.
(New York City: General Learning Corporation, 1.
9 Bandura.
10 Bandura.
11 Dina Amsari.
Etri Wahyuni, and Fadhilaturrahmi Fadhilaturrahmi.
AuJurnal BasiceduAy 8, no.
: 1654Ae62.
246 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah Volume 12.
Number 2.
December 2025 explicitly acknowledges the role of internal cognitive processes in learning12.
AlZarnuji's pedagogical approach, particularly his strategic use of poetry to evoke emotional responses and facilitate the internalization of values13, demonstrates an intuitive grasp of these very internal cognitive and affective mechanisms.
The remarkable alignment between a 12th-century text and a 20th-century cognitive theory suggests a shared, perhaps fundamental, understanding of how humans learn that transcends mere stimulus-response conditioning.
This alignment implies that effective pedagogical practices, regardless of their historical or cultural origin, often tap into universal human cognitive and social learning It serves to validate the psychological depth inherent in classical Islamic pedagogy and encourages a critical re-evaluation of traditional educational methods through a modern scientific lens, thereby moving beyond a simplistic "traditional versus modern" dichotomy in educational discourse.
While the present study primarily engages BanduraAos Social Learning Theory as the main analytical framework, the discussion could be further enriched by a brief theoretical contrast with key Islamic educational thinkers such as alNahlawi and Ibn Khaldun.
Such a comparison would illuminate how classical Islamic perspectives on tarbiyah and taAolim resonate with or diverge from BanduraAos social-cognitive approach, thereby situating this inquiry within a broader epistemological dialogue between Islamic and modern pedagogical This article is designed to bridge the intellectual domains of classical Islamic knowledge and modern psychology.
It aims to achieve this by meticulously analyzing the poetic counsel embedded within Ta'lim al-Muta'allim through the analytical framework of Albert Bandura's Social Learning Theory15.
The central research question guiding this inquiry is: How do the poetic verses in Ta'lim al-Muta'allim specifically function as effective pedagogical tools for modeling desired behavior, providing vicarious reinforcement, and fostering selfefficacy in the learner?.
Methodologically, this research employs a qualitative approach, primarily relying on library research.
The analytical methods include content analysis, used to systematically identify, categorize, and interpret themes within the poetic verses, and comparative analysis, applied to map these pedagogical themes and methods onto the core concepts of Bandura's theory.
12 Amsari.
Wahyuni, and Fadhilaturrahmi.
13 al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
Abdurrahman al-Nahlawi.
Ushyl al-Tarbiyyah al-Islymiyyah wa Asylybuhy fy al-Bayt wa alMadrasah wa al-MujtamaAo (Damascus: Dyr al-Fikr, 1.
ISBN 978-9953450170.
Ibn Khaldun.
AlMuqaddimah (Cairo: Dyr al-Fikr, 2.
ISBN 978-2745141487.
15 al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
Bandura.
Social Learning Theory.
247 Izharulhak Bin Saiful Hafni et al.
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METHOD
This study employs a qualitative research design in the form of a systematic literature review, focusing on textual analysis of classical Islamic pedagogical The primary text analyzed is TaAolim al-MutaAoallim arq at-TaAoallum by Imam Burhanuddin al-Zarnuji, a seminal pedagogical manual within the Islamic intellectual tradition.
The research is situated within the interpretive paradigm, emphasizing meaning-making through textual hermeneutics and theoretical To enhance methodological transparency, the coding and categorization process used in identifying the poetic themes was conducted through iterative content analysis.
Each verse was first classified according to its dominant pedagogical motifAisuch as ethical disposition, motivation, or teacherAe student relationAibefore being cross-referenced with BanduraAos constructs of observational learning, modeling, and reinforcement.
This systematic procedure ensures interpretive consistency and allows the study to be replicable in similar textual analyses.
Data were collected from both primary and secondary sources.
The primary source is the Arabic edition of TaAolim al-MutaAoallim17 , which includes poetic elements embedded within prose.
Secondary sources include peer-reviewed journal articles, classical commentaries, and contemporary interpretations that discuss al-ZarnujiAos educational philosophy In addition, foundational texts of Albert BanduraAos Social Learning Theory were consulted, including Social Learning Theory .
Social Foundations of Thought and Action .
, and Self-Efficacy: The Exercise of Control .
Literature was gathered through academic databases (Google Scholar.
ScienceDirect, and Morare.
, classical Islamic repositories, and institutional libraries to ensure comprehensive and credible data sources.
The analysis followed a two-tiered approach.
Textual-Thematic Analysis:
The text of TaAolim al-MutaAoallim was systematically examined to extract recurring educational themes .
iyyah, adab, teacher-student relationship, poetic advice, ), with special attention to poetic elements.
The functions of these poetic elements were categorized under mnemonic, affective, motivational, summarizing, and moral-internalization roles.
And theoretical Mapping using Bandura's Social Learning Theory: The extracted data were then mapped and interpreted using key concepts from Albert BanduraAos theory: modeling, reinforcement .
irect, vicarious, sel.
, self-efficacy, and reciprocal determinism.
This allowed for cross-comparison between traditional Islamic educational constructs and contemporary psychological insights.
This interpretive-theoretical method aims to unveil deep pedagogical alignments and possible pedagogical innovations by revisiting classical Islamic wisdom in modern educational light.
By employing this methodological strategy, the study offers both a historically grounded and psychologically informed evaluation of al-ZarnujiAos 16 Johnny Saldana.
The Coding Manual for Qualitative Researchers (London: Sage Publications, 2.
, 66Ae70.
17 al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
248 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
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Number 2.
December 2025 pedagogical model, especially in terms of poetic integration and value formation in learners.
RESULTS AND DISCUSSION
This section presents the findings of the study, derived from a content analysis of the poetic counsel in Ta'lim al-Muta'allim, and subsequently discusses these findings through the analytical framework of Albert Bandura's Social Learning Theory.
The poetic verses are categorized by their primary pedagogical function, demonstrating how al-Zarnuji's methodology intuitively aligns with modern psychological principles.
Identification and Categorization of Poetic Counsel in Ta'lim al-Muta'allim The book Ta'lim al-Muta'allim is rich with poetic verses containing profound advice.
These verses originate from various sources, including alZarnuji's own teachers, earlier scholars, or his personal compositions.
Here are some well-known examples of poetic advice from the book, along with their meanings and implications:
Poetry on Behavior Formation Through Exemplars and Environment aAeEaCaa aCaaEeI aEIa aO eaO aaNaa eAUa aEaOaaEEaaI eEIA e aCA a aOea aAOauEaeONa aEa aIaU Ea eEOIaa aa ea aOaEea eaNIA a AEaaC eaa aCa eIaaO eN aA (I saw that the most rightful right is the right of the teacher, and the most obligatory to be guarded by every Muslim.
Indeed, it is fitting to give him a thousand dirhams as an honor for teaching just one letter.
Implication: This verse emphasizes the teacher's important position.
The emphasis on honoring the teacher indicates that the teacher is a primary role model whose teachings and behavior should be valued and imitated by the AA aIaau aNa aEaeaOEaeaIA a AOaEEaeON aI aEaaOaeIA a AuIaaEeI aE aIaa aOEA aI aE UIA aa AEau eIaa a aA eOA aa aOaaN aOCe Ia ea eNEA aa AEau eIaa a aA eOA aa AA eaaE aA e a (Indeed, the teacher and the physician, both will not advise if they are not So be patient with your illness if you neglect its physician, and accept your ignorance if you neglect your teacher.
Implication: Highlights the necessity of respect for guidance and advice from the instructor to be received and beneficial.
A good relationship between student and teacher is a prerequisite for successful transmission of knowledge and al-Zarnuji.
al-Zarnuji.
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Volume 12.
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December 2025 Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah a a ACaIaa eaOa aEaOaIa ea aOEO aOu eaIa aaIEaIaaI aIaa aOEA e A aEaa aOEaA e AOaEe a 20aAeEIaEEa e aEOaa a eOaNa aOaN aaIaA e a a e e AeE eIaa aOA ac AEOaa aOA ac a a aEaaIaA (I prioritize my teacher over myself and my father, even if I gain virtue and honor from my father.
For he .
he teache.
is the educator of the soul, and the soul is a jewel.
While this .
is the educator of the body, and the body is like a shell.
Implication: Portrays the teacher as a shaper of character and spirituality.
This very high role of the teacher implies that they are ideal role models in holistic self-development.
21AaEaaOaCOINa AuIaaEeCOIaEeICIaaO COA e AIaaEeIaaEa aea a a e a a ea a a a e ea a a Translation: (Do not ask about a person, but look at their companion.
For the companion will follow their companion.
Implication: Strongly emphasizes the influence of peers.
A person's behavior, habits, and traits tend to imitate those closest to them aOa eAA e aEa a aE aa aA aA a a aEe aE eaE aIa a aENa aE eIA 22aAeEIaaOOaEIa OIA e a e aOOaEeaEOaau aEA a e ae AeEaEOaa aa aOa aEA e aa a (Do not befriend a lazy person in any of their states.
How many righteous people are corrupted by the corruption of others.
The contagion of dullness to the sharp-witted is fast, like an ember placed in ashes then extinguishes.
Implication: A warning about the negative impact of bad company.
This message indicates that bad habits can "infect" and damage one's character and good potential23.
Belief in Self-Ability and Diligence 24aAEaaEeaaEeIEa OIIaaEaaEeaEaaNaaEEOEA a eACaaEA a a a a a aa e a a aa ea aa (With the measure of diligence, high achievements will be gained.
And whoever seeks glory, will stay up at night.
Implication: Instills the belief that great achievements require persistent and tireless effort.
Success is the result of hard work and dedication.
25aIECA a AeE caaO aEEa e AeE caaOIaEEaIa OA ae aea a e Al-Zarnuji.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum, ed.
Edited by Marwan Qabbani, 1981.
Al-Zarnuji.
P 86
Al-Zarnuji.
23 al-Zarnuji, p.
Al-Zarnuji, p.
al-Zarnuji.
250 Izharulhak Bin Saiful Hafni et al.
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,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
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December 2025 (Diligence will bring closer every distant matter, and diligence will open every closed door.
Implication: Reinforces the view that persistence and perseverance have the power to overcome obstacles and achieve seemingly impossible goals.
This encourages optimism in facing challenges.
Self-Control and Planning (Self-Regulatio.
ac a a eO aCaa eaA a AAIa ea aE aIA aa AEIA e AA aOaN aOaE aOaNa a aEaaEca aCO aOA a aAOA 26AeEAaOA e a aOaU uIA a aAeEA a ae aAEaaI aaIA a aE eOEaa eaO a aIaOaaO aEaa eaCaIA (Leave sins, small and large, that is piety.
And act like one walking on thorny ground, being cautious of what they see.
Do not underestimate a small sin, for indeed mountains are made of pebbles.
Implication: Teaches the importance of vigilance and self-awareness against all forms of error, both large and small.
This message encourages active control over one's behavior to achieve piety.
aOaEeaaO aIA a Aa eIaEAeCaEEaaeEIOa aEeaaOaeI a eIA a aCA (Seek help with gentleness in all matters, a gentle person will not regret and will not be blamed.
Implication: Advocates for a calm and cautious attitude in every action.
This attitude prevents regret and blame, showing the importance of consideration before acting.
aa aIaa aOaEa e a eEaaeE eaIaaONa aOE eIaa aA UCaaeEa eaaEEaa aaOEA (Be patient and do not rush in a matter you desire, and be gentle, you will be appreciated with all good.
Implication: Encourages patience and not rushing in achieving something.
This is a form of self-control that leads to better results and positive reception from the environment.
a e eaI aIA a AaE eIaaI eIaa eaIa aA a aONA a AANa Ca e aEaa aaOINaOCA (How many matters has one rushed into before their time, only to be punished with deprivation.
Implication: Provides a lesson on the negative consequences of rushing.
Observing the bad outcomes of impatience can serve as a reminder to practice selfcontrol.
al-Zarnuji.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum, ed.
Edited by Marwan Qabbani, 1981 p.
al-Zarnuji.
al-Zarnuji.
al-Zarnuji.
251 Izharulhak Bin Saiful Hafni et al.
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December 2025 a aI aCENa aOaOeC eIa eICaaEe aI eaaua eIa aE aIaaIEeUA e Auaa a a eCEaaEe aI eaaCaEA Translation: (When a person's intellect is perfect, their speech is minimal.
And be certain of a person's foolishness if they talk excessively.
Implication: Teaches self-control in speech, where wisdom is reflected in the scarcity of unnecessary words.
This is a form of verbal behavior regulation that shows intellectual maturity.
Learning from Consequences (Observation of Result.
AOIaA IO aIA
a AeEIA
e a eIae aOaC UONaIIaU a eOaa aIa aOA
a aI eOA
AOIA
a aOaEA a a eE aA a AaEe aIEaaO aaIa aI aCa aaIE aNaEe eEIa aEeOA a AaOEaeOA (You wish to become a jurist who debates without difficulty, yet madness has many forms.
And wealth is not gained without hardship that you must bear, so how can it be with knowledge?) Implication: Uses the analogy of gaining wealth to explain that knowledge also requires sacrifice.
Students are encouraged to understand that valuable results always come with effort, not mere fantasy.
aAe ea aOaaEaEeI aEaaCa eaa aIa eA a aEe eE aIaa aOaEaeaOaEA a aI eIaEA (Whoever seeks knowledge but does not strive, then they have inclined towards seeking the impossible.
Implication: Explains the direct consequence of lack of effort in seeking knowledge, namely that the goal will not be achieved or even becomes impossible.
This is a form of warning that encourages earnest effort.
AOEaa aOaaNA e a a AeEa eNEa a AaU aA a AaI eIaa aEaeaOa eCaaEaaE aEcaIaa aA a ea aEA AEaa aaNa Aa aE eaa aEaeONaa eaa UaaE aOaNA a AaOaI eIaNaaE eEOIaa aA Translation: (Whoever does not taste the bitterness of learning for a moment, will swallow the cup of ignorance throughout their life.
And whoever misses education in their youth, then say four takbirs over their death.
al-Zarnuji.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum, ed.
Edited by Marwan Qabbani, 1981p.
al-Zarnuji.
al-Zarnuji.
al-Zarnuji.
252 Izharulhak Bin Saiful Hafni et al.
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December 2025 Implication: Provides a very serious long-term consequence of unwillingness to learn.
The threat of "lifelong ignorance" and metaphorical "death" serves as a strong motivation to strive in seeking knowledge.
Environmental Influence in Shaping Personality Aa aea aO aA ae a e Aa aIaaeE eaOaIaEaEeaEa aO aA eaOaeEA a aOA ea aIAUAA a Aa aO eE aAUAa aAca aNIA a Aa aIA a Aa aOAUAOa aO eEIA (Travel away from homelands in search of glory, and travel, for in travels there are five benefits: relief from sorrow, gaining livelihood, knowledge, manners, and companionship with noble people.
Implication: Teaches that changing environments can bring significant benefits for self-development.
A new environment can provide opportunities to gain knowledge, manners, and interact with good people who can be a source of AOa aOaA a aOEaaEeaEaa aO aae aN aIEaaIaOa eaOaIA a a e a AEOaaCaOaA ac a aE aIA e aIa eAOaEENaa a caaN aOu eaIa aE aIA e au eIaE a Translation: (I will journey through the length and breadth of the lands.
I will attain my goal or I will die as a stranger.
If my soul perishes, then to Allah is its reward.
And if it is safe, then the return is near.
Implication: Shows courage in facing new environments to achieve goals.
also reflects self-adaptation to challenges outside one's comfort zone Modeling and Observational Learning in Zarnuji's Poetic Pedagogy Bandura's theory posits that individuals acquire new behaviors and attitudes by observing others .
Al-Zarnuji's poetry is replete with depictions of ideal modelsAithe diligent scholar, the respectful student, the patient seeker of truthAiwhich serve as aspirational targets for the learner.
Live Modeling (Teache.
: Al-Zarnuji explicitly and implicitly places the teacher in a central position as the primary role model.
Verses like "ac#acAOcaca aEEa eO aN aIA a auIcaca eE aIaE aaIcaca aOEA AIca cauaaca caNa aI caEa ecaI caOa eE a aIA a A( " aEca caOa eIAIndeed, both the teacher and the doctor will not advise if a AA aA e ACA e acAeca ca a aCA U AcaOa eO a aNcaacacaa eAA a A"aOA they are not honore.
37 and "acAEaO ca aE acaE ca aI eE aaIA ac ACca ca aA a ac AcaA a (I saw a AcaE aA a #ac acAcaE aI aE aaIA that the most rightful right is the right of the teacher, and the most obligatory to be guarded by every Musli.
38 elevate the teacher's status.
From Bandura's perspective, a respected teacher attains a higher model status, making their behaviorAiboth in scholarly conduct and ethical characterAimore likely to be attended to (Attentio.
and subsequently imitated (Reproductio.
by al-Zarnuji.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum, ed.
Edited by Marwan Qabbani, 1981p.
al-Zarnuji.
36 Bandura.
Social Learning Theory.
37 Al-Imam Burhanuddin Al-Zarnuji.
A( EOI EIEI AO OC EEIATaAolim Al-MutaAoallim Fi Tariq AlTaAoallu.
Third (Damascus: Dar Ibn Katheer, n.
38 Al-Zarnuji.
253 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah Volume 12.
Number 2.
December 2025 This fosters a psychological receptivity essential for effective observational learning.
The verse attributed to Ali bin Abi Thalib 40 further reinforces this by prioritizing the teacher as the "educator of the soul," implying their ideal role in holistic development.
Peer Modeling: Al-Zarnuji also emphasizes the significant influence of the social environment, particularly peers.
The poetic advice, "a #aIaaE aeIea aaEa eaEeaa aOaeAeaaCaOIaNA AOIa aaEeI aC a aI aOa eCaOA a A( "Aau aI aEe aCADo not ask about a person, but look at their companion.
For the companion will follow their companion.
)41 , explicitly states that peer behavior is a significant model.
Students observe and tend to imitate their friends' behaviors, aligning directly with Bandura's concept of peer modeling 42.
a Aca ca eE aE aeEca aIca caO ca aA The strong warning against bad company, "ac acA aA e a AaEca caA a AA aA a aEaca ca a ac acA ca aE eIA#ac acAEa aNA acA aA a A( " aacacacaOaDo not befriend a lazy person in any of their states.
How many righteous people are corrupted by the corruption of others.
) 43, further underscores the power of negative peer modeling.
Verbal Instructional Modeling and Cognitive Processes: The poetic verses themselves function as highly effective verbal instructional models44.
They describe and prescribe ideal behaviors, attitudes, and virtues through carefully chosen words and evocative imagery45.
The aesthetic appeal, inherent rhythm, and rhyme scheme of the poetry significantly enhance the learner's attention to the message and improve its retention in memory46.
For instance, the poem listing "Six Keys to Acquiring Knowledge" acts as a powerful mnemonic device, making complex principles easier to recall and internalize.
47 This sophisticated, intuitive pedagogical design demonstrates an advanced understanding of human learning that transcends simple information transfer, leveraging the power of literature for cognitive and emotional engagement48.
Vicarious Reinforcement and Punishment through Poetic Narratives Al-Zarnuji masterfully employs poetry to illustrate the positive consequences .
associated with virtuous academic conduct and the negative consequences .
that result from neglecting one's studies or ethical This mechanism allows learners to understand cause-and-effect relationships without direct experience.
39 Bandura.
Social Learning Theory.
40 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
41 Al-Zarnuji.
42 Bandura.
Social Learning Theory.
43 Al-Zarnuji,.
44 Bandura.
Social Learning Theory.
45 Bandura.
46 Bandura.
47 Al-Zarnuji,ac.
48 Al-Zarnuji.
49 Bandura.
Social Learning Theory.
Ultavia.
AuPenerapan Teori Belajar Sosial Albert Bandura dalam Proses Belajar Mengajar di Sekolah.
Ay Jurnal Pendidikan 2.
: 55Ae64.
254 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah Volume 12.
Number 2.
December 2025 Vicarious Reinforcement (Positive Consequence.
: The verse, "acacacAA a AA a a AaCa aecacaca e aacacaca a eEA a ac acAca aO aI eIA#ac A( "E aIaEaOAWith the measure of diligence, high achievements A aN aca caEEOaEaOA a aAEA a ac acAca caEa aEA will be gained.
And whoever seeks glory, will stay up at night.
)51 , offers a clear vicarious reward by promising eminence and success .
l-maAoyl.
as a direct a acacAaI eIA outcome of diligence.
Similarly, the poem on noble intentions, "ac#acacAcaca eE eaE aIcacaE eaE aI a aA a aAEA acAcacacaeEcacacaIa aIcacacaEa aA a aA( "AAWhoever seeks knowledge for the Hereafter has triumphed with the virtue of guidanc.
52, promises the ultimate reward of divine guidance for those with pure intentions.
By "witnessing" these positive outcomes through the poetic narratives, learners are motivated to imitate the behaviors that are depicted as leading to such desirable consequences53 Vicarious Punishment (Negative Consequence.
: The consequences of laziness or disrespect are presented starkly.
The verse, "ac acAA a AA a ac acAaI eIca caEa ecaI ca aOa eCca caaEca caE aEca aIA a eA caa aca caEaA#ac UA caA a ac acA( "E a eN aEAHe who has not tasted the humility of learning for a hour, will acAOEca ca aOaa aNA sip from the cup of ignorance for his entire lif.
54, delivers a powerful vicarious punishment, making the learner understand that short-term discomfort in study averts the long-term pain of ignorance.
Likewise, being "content with your ignorance" 55is explicitly framed as the direct punishment for disrespecting a teacher.
The warning against bad company56 also vividly describes negative consequences, serving as a vicarious punishment that deters such associations.
Poetry's ability to evoke strong emotions significantly amplifies the impact of these vicarious experiences, making the anticipated consequences more salient and influential on a learner's motivation and subsequent behavior.
Fostering Self-Efficacy and Self-Regulation through Poetic Guidance Al-Zarnuji's poetry consistently works to build and strengthen the learner's internal conviction .
elf-efficac.
by providing clear, achievable roadmaps and directly linking effort to desired outcomes.
It also promotes self-regulation by emphasizing internal control and discipline.
Fostering Self-Efficacy: The poem "acACA a aAcaca aOca eE a cacacacaOa eA a acacaca aEEcacacaacacaca aI eEA#acacaca a A"E a cacacacaOa eIaOcaca aEEcacaca eIcacaca (Diligence will bring closer every distant matter, and diligence will open every closed doo.
57, directly instills the belief that hard work can overcome various e acAA e acAaCa aeA a acacAcaO aI eIA obstacles, which is central to self-efficacy58.
Similarly, "acacAA a AA a aAEA a a AcaEE aacaca a eEA a #acAcaE aI aEaOA A aN aca caEEOaEaOA a ac acA( " eEa aEAWith the measure of diligence, high achievements will be gained.
And whoever seeks glory, will stay up at night.
) 59 , directly links effort to outcome, empowering students with the belief that success is within their control and dependent on their hard work.
The verse "ac #ac AaOca caCaO UN ca aIIaa UA a A a aIIOA a Aeca ca a eIca ca a eIA 51 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
52 al-Zarnuji, 1981.
TaAolim Al-MutaAoallim Tariq Al-TaAoallum.
Edited by Marwan Qabbani.
53 Bandura.
Social Learning Theory.
54 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
55 Al-Zarnuji.
56 Al-Zarnuji.
57 Al-Zarnuji.
Albert Bandura.
AuAlbert Bandura Self-Efficacy: The Exercise of Control,Ay W.
H Freeman and Company New York, 1997.
59 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
255 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah Volume 12.
Number 2.
December 2025 a aAOIca caIA a aAIaca ca aO eE aIA acAOIA a ac acA( " aaO aeAYou wish to become a jurist who debates without difficulty, yet madness has many form.
also reinforces that valuable results require effort, not just desire.
Promoting Self-Regulation: The profound emphasis on having a correct and a ac acAaI eIA sincere niyyah .
in seeking knowledge .
, "ac acAca ca aeEA a aA ca#ac acAca ca eE eaE aIca caE eaE aI a aA a aAEA acA "Ia aIca caEa aA- Whoever seeks knowledge for the Hereafter has triumphed with the virtue of guidanc.
61 functions as a powerful cognitive framework for selfregulation62.
This clear intention guides and directs all subsequent learning efforts towards noble, ultimate goals, ensuring consistency and purpose.
Numerous verses serve as direct calls for self-management and discipline, such as "AEcacaEcaCaOA a aAONacaA a aAcacaEcaIA a aAca aO aEA#acAaONaA a a a acacAOA a A( " aALeave sins, small and large, that is piet.
and "acaAcaO aEca caa e a eEca caaE a eIca ca a aO aNA
AIA
(Be and do not rush in a matter you desir.
These verses guide students in regulating their internal impulses and behaviors for higher learning objectives.
Reciprocal Determinism in Al-Zarnuji's Educational Framework Bandura's concept of reciprocal determinism, which explains the continuous, dynamic, and bidirectional interaction among personal factors (P), behavior (B), and environment (E)64, is clearly evident and implicitly guided within al-Zarnuji's pedagogical framework.
Poetic advice often reflects this Personal Factors (P): These include the learner's internal states such as their sincere intention .
, diligence, lofty aspirations .
, and their overall e A eC acaE ca eE aI e aca caCaEA moral understanding.
For example, the verse "ac acACA a ac Aaua ca caaIA a A ca aO a eOC eaIca ca a a eIA#ac aAca ca aICaEa caNA AaIcacaca aI eE UaA a A( "E aI e acacacaua eIcacacaEAWhen a person's intellect is perfect, their speech is minimal.
And be certain of a person's foolishness if they talk excessively.
)65, directly links a personal cognitive attribute .
erfect intellec.
to an observable behavior .
inimal speec.
, illustrating the P-B interaction.
Behavior (B): This encompasses the student's observable actions and practices in their learning journey, such as diligent studying, engaging in discussions, showing respect for teachers, making conscious choices about companions, and actively avoiding vices.
Environment (E): This refers to the external social and physical context of learning, including the teacher serving as a role model, the influence of peers, the general atmosphere of the learning environment, and the prevailing rules and norms.
The poem "A aIcacaOa eCaaOA ac aAcauA#acaacAeA ecacaCa aOIaNA a AIca eECa aA a A aIcaca eE aI e acaca aEcacaae a eEcaca aOaA a " (Do not ask a aAOIcacaa eE aICA about a person, but look at their companion.
For the companion will follow 60 Al-Zarnuji.
61 Al-Zarnuji.
62 A.
Bandura.
AuSocial Foundations of Thought and Action: A Social Cognitive Theory,Ay Prentice- Hall.
Inc.
, 1986.
63 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
64 Bandura.
AuSocial Foundations of Thought and Action: A Social Cognitive Theory.
Ay p.
65 Al-Zarnuji.
A( EOI EIEI AO OCca EEIATaAolim Al-MutaAoallim Fi Tariq Al-TaAoallu.
256 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah Volume 12.
Number 2.
December 2025 their companion.
66explicitly highlights the significant influence of the environmental factor of peer association.
Al-Zarnuji's teachings demonstrate this reciprocal dynamic.
For instance, a student (P) with a strong and sincere niyyah .
ersonal facto.
to learn for divine pleasure will naturally exhibit diligent study behaviors (B).
These behaviors, in turn, are likely to elicit positive responses from the environment (E), such as appreciation from teachers or support from peers, which then further reinforce the student's initial niyyah (P), creating a virtuous cycle.
Conversely, a student with a negative personal disposition (P) who associates with negative environmental influences (E) may engage in undesirable behaviors (B), which further entrenches their negative personal factors.
Al-Zarnuji's poetry, by consistently emphasizing the importance of internal states .
iyyah, himma.
, specific virtuous behaviors .
iligence, respect, self-contro.
, and judicious environmental choices .
ood companion.
, implicitly but powerfully guides the learner to initiate and sustain positive reciprocal interactions.
This proactive and holistic guidance represents a sophisticated, intuitive application of the principle of reciprocal determinism67.
Comparative Matrix: Al-Zarnuji's Pedagogical Concepts and Bandura's Social Learning Theory This table systematically demonstrates the direct parallels and synergistic relationship between classical Islamic pedagogy and modern psychological theory.
It serves as a powerful, concise summary of the article's core analytical findings, making complex interdisciplinary connections immediately clear and accessible to the reader.
Crucially, it explicitly and directly illustrates how al-Zarnuji's methods, particularly through poetic counsel, align with Bandura's fundamental concepts.
Tabel I: Comparative Matrix: Al-Zarnuji's Pedagogical Concepts and Bandura's Social Learning Theory Key Concepts of alRelevant Analysis of Connection and Zarnuji .
n Poetic Concepts of Implications Advic.
Bandura's Social Learning Theory The Role of the Teacher Live Modeling A respected and morally upright as a Model (Example teacher becomes a behavioral model verse: " ACA ac AaC aA ac AaOea aA observed and imitated by students.
ac AC EA A eE aIaE cacaIA.
The quality of the teacher as a model influences the effectiveness of The implication is the importance of a teacher's moral and pedagogical 66 Bandura.
AuSocial Foundations of Thought and Action: A Social Cognitive Theory.
Ay p.
67 Bandura.
257 Izharulhak Bin Saiful Hafni et al.
Psychological Depth Of Poetic.
Madinah : Jurnal Studi Islam ISSN : 1978-659X (Printe.
,: 2620-9497 (Onlin.
https://ejournal.
iai-tabah.
id/index.
php/madinah The Importance of Good Companions (Example verse: " A caaIA aA a eE aOa caeA e aC caOIaNA e a A eE aI eca aE A.
Sincere Intention (Niyya.
in Learning a AaI eIA (Example verse: " AA a aAEA A eE ca eE aI caE eE aIa caA.
Diligence and Noble Aspirations (Al-Jidd wa al-Himma.
(Example verse: " AA a a AcaCa cae e caa a eEA a AA AE aIaEcaOA.
Peer Modeling.
Observational Learning from Peers.
Environmental Component in Reciprocal Determinism SelfRegulation .
ognitive component of Goal Setting.
Intrinsic Motivation .
f Self-Efficacy.
Goal Setting.
Persistence Volume 12.
Number 2.
December 2025 Peers serve as significant models.
The behavior of friends .
ositive or negativ.
is observed and can influence student behavior.
This highlights the importance of environment for learning.
Correct intention functions as an internal goal that directs and regulates learning behavior.
This is a form of cognitive self-regulation where learners consciously choose Emphasis on diligence and high aspirations aims to build students' belief in their ability to succeed .
elf-efficac.
persistence in achieving challenging Poetry on Behavioral Vicarious Poetry describing positive outcomes Consequences (Reward Reinforcement, of good behavior or negative & Sin.
Success & Vicarious outcomes of bad behavior functions Failur.
(Example Punishment, verse: " A aI eI Ea eI OaaCe a caE EcaaEca caIAOutcome This a a .
Expectations students' expectations of their actions' outcomes and motivates desired behavior.
Avoiding Laziness and SelfThe call to fight laziness and Utilizing Time Regulation, drowsiness is a form of self(Example verse: " a regulation exercise, where students ac A ASelf-Control, ac
AcaO aNA
a AOA
AIA
AEA.
a a a Attentional learn to control internal impulses for Focus higher learning goals.
Discussion