Reconstruction of Student Development Based on Islamic Education Management: From Discipline to Tarbiyah: A Phenomenological Reflection on School Violence

Abstract

The phenomenon of violence in schools—whether involving students against teachers or among peers—reveals that disciplinary approaches based on control and punishment have yet to address the core issues of adolescent psychosocial development. This study aims to reconstruct the student development ecosystem through a tarbiyah-based approach rooted in Islamic Education Management (IEM). Employing a reflective hermeneutic phenomenological method, data were collected through in-depth literature review, public interview analysis on school violence cases (including SMA Cimarga, SMAN 72 Jakarta, and similar incidents), and paradigmatic reflection on Indonesia’s student development systems. The findings indicate: (1) disciplinary culture remains dominated by coercive methods rather than character shaping; (2) teacher–student relationships suffer from an empathy gap due to the lack of murabbi cadre formation; (3) an integrative student management system combining education, habituation, and spiritual mentoring has yet to be established. This study proposes a conceptual model called the Tarbiyah Ecosystem Framework (TEF), encompassing the dimensions of qalbiyah (spiritual heart), aqliyah (intellect), akhlaqiyah (morality), and nizhamiyah (systemic-managerial). The research underscores the need for a policy shift in student governance—from discipline-centered to tarbiyah-centered orientation.