This study aims to analyze the role of teachers as murabbi in shaping the spiritual intelligence of students in

secondary schools through a religious habit formation approach integrated into school culture. In the perspective

of Islamic education, teachers not only function as conveyors of knowledge (mu'allim), but also as spiritual

guides (murabbi) who instill divine values through exemplary worship, morals, and spiritual discipline. This

modeling in worship, such as performing the dhuha prayer in congregation, reciting the Qur'an, and the active

involvement of teachers in sunnah worship; (2) moral exemplarity reflected in a friendly, humble, and

compassionate attitude, as well as the teacher's ability to control their words and emotions when interacting with

students; and (3) spiritual discipline exemplarity through the teacher's consistency in arriving early for

congregational prayers, reminding students of prayer times, and providing continuous spiritual motivation. These

three forms of exemplary behavior not only create a religious atmosphere, but also gradually internalize spiritual

values in students through the mechanisms of habituation, identification, and internalization of values. This study

concludes that teacher exemplary behavior is the most effective instrument in shaping students' spiritual

intelligence because it provides concrete examples that students can imitate, feel, and internalize in their daily

lives.

national education objectives in Law Number 20 of 2003 on National Education, which states that education

aims to develop the potential of students to become people who are faithful, pious, have noble character, and are

capable of becoming responsible citizens [2]. Thus, ideal education is education that produces a generation that

is not only intellectually intelligent but also spiritually mature.

In the context of secondary school, the development of students' spiritual intelligence is an urgent need, given

that the modern era is characterized by technological advances and globalization, which on the one hand offer

convenience, but on the other hand bring negative impacts in the form of a moral crisis, moral degradation, and

the emergence of deviant behavior among teenagers [3]. Phenomena such as low awareness of worship, declining

respect for teachers, and weakening social empathy are symptoms that indicate the weakness of students' spiritual

intelligence [4]. This condition requires an educational strategy that is not only theoretical but also practical and

(role modeling) is a key instrument in the Islamic education process, as exemplified by the Prophet Muhammad

SAW, who successfully shaped a generation of companions not through theoretical rhetoric alone, but through

real moral and spiritual role modeling [6].

Empirical phenomena at SMP Negeri 1 Sumberasih, Probolinggo Regency, show that the formation of students'

spiritual intelligence is not only carried out through the formal Islamic Education curriculum but more through

the school's religious culture manifested in the form of teacher role models. The researchers found that teachers

consistently set an example in worship, such as performing the dhuha prayer in congregation, leading the

recitation of the Qur'an, beginning lessons with prayer, and actively performing sunnah prayers before and after

lessons. In addition, the teachers' moral exemplary behavior was reflected in their polite speech, loving attitude,

empathy towards students who were experiencing difficulties, and spiritual discipline, such as arriving early for

perspective, spiritual intelligence correlates with a person's level of faith, piety, and morals in carrying out Allah's

commands and avoiding His prohibitions. Emmons (1999) adds that spiritual intelligence involves the ability to

be patient, grateful, have social empathy, and use life experiences as a means of getting closer to God [8]. Thus,

spiritual intelligence is not merely an intellectual ability, but rather the deepest human awareness in interpreting

one's existence as a servant of God and a caliph on earth.

Previous studies have emphasized the importance of religious culture in schools in shaping students' spirituality.

However, the majority of studies are still general in nature and have not specifically highlighted the role of

teacher role models as a major determinant in shaping students' spiritual intelligence. Research conducted by

Wening & Hasanah (2020), for example, focuses more on the model of structural reinforcement of religion in

school culture without exploring in depth the aspect of teachers as role models for the internalization of values

intelligence.

Based on this background, the main focus of this study is to answer the following questions: What is the role of

teachers' exemplary behavior as murabbi in shaping students' spiritual intelligence in secondary schools, and

how does the conceptual model of spiritual value internalization work in the school environment? This study

aims to (1) describe the forms of teacher exemplarity in the dimensions of worship, morals, and spiritual

discipline; and (2) analyze the mechanisms of spiritual value internalization that shape students' spiritual

intelligence. Theoretically, this study is expected to contribute to the development of a spiritual pedagogy

paradigm in global education. Practically, this study provides strategic recommendations for improving teachers'

spiritual competence and transforming school culture towards the formation of a generation with strong spiritual

This study uses a qualitative approach with a case study type because it aims to deeply understand the

implements a religious culture despite its status as a public school and has teachers who not only act as cognitive

educators but also as spiritual role models for students in their daily lives.

The research subjects included the principal, Islamic Education teachers, general subject teachers who were

active in religious activities, and students. Informants were selected using snowball sampling to obtain data from

parties who had relevant and in-depth information about the phenomenon being studied. cal data was collected

through participatory observation, semi-structured in-depth interviews, and documentation. Observations were

conducted to directly observe the exemplary practices of teachers in religious activities such as congregational

dhuha prayers, Quran recitation, and the cultivation of noble character. Interviews were used to explore

informants' perceptions of the influence of teacher role models on the formation of student spirituality, while

documentation was obtained from school archives, religious activity agendas, and school vision and mission

attention to research ethics by requesting official permission from the school and maintaining the confidentiality

of the informants' identities. With this systematic and holistic approach, the study is expected to be able to reveal

the authenticity of the teacher's role as a murabbi in shaping the spiritual intelligence of students

comprehensively in accordance with the context of school life.

The results of the study show that the formation of students' spiritual intelligence at SMP Negeri 1 Sumberasih

takes place through the process of teacher exemplification, which is reflected in three main dimensions: (1)

exemplification of worship, (2) exemplification of morals in interactions, and (3) exemplification of spiritual

discipline. Through observation and in-depth interviews, it was found that the role of teachers as murabbi is not

only apparent in the theoretical delivery of religious material, but is also very strong in daily practices that have

because they are forced to, but because they see the commitment of teachers who perform worship with sincerity.

One seventh-grade student stated in an interview:

"At first, I joined the dhuha prayer because my friends invited me, but after seeing the teachers also

praying dhuha, as if my heart is calmer after doing it."

imitating the teachers' behavior. A PAI teacher said:

"We don't just tell students to pray, but we also have to set an example. Exemplary behavior is stronger

than words. When students see their teachers being steadfast, they are motivated to follow consciously,

not because they are afraid of punishment."

Field observations show that teachers always lead prayers before and after lessons and recite the Qur'an every

morning. These activities create a spiritual atmosphere that guides students towards awareness of Allah's

presence in every learning activity.

place through the delivery of cognitive material, but also through the internalization of values obtained

Bandura's (1977) view in social learning theory, which states that individual behavior can change through the

cultivates awareness of the importance of a vertical relationship with God as the foundation of spiritual

intelligence.

The exemplary character of teachers is reflected in their friendly, humble, gentle, and empathetic attitudes

towards students. In the perspective of Islamic education, the character of teachers is a reflection of their spiritual

intelligence. Teachers who have spiritual depth will show patience, honesty, and compassion, which serve as

examples for students to build emotional and spiritual bonding. This is in line with Al-Ghazali's view that morals

morals, students undergo a process of spiritualization through the mechanism of identification, which is

In addition, exemplary moral character creates a psychological atmosphere conducive to spiritual learning. The

relationship between teachers and students built on the basis of love and respect makes it easier for teachers to

transfer values affectively. This reinforces Emmons' (1999) finding that one indicator of spiritual intelligence is

a person's ability to show compassion and empathy towards others as a manifestation of love for God [8].

The aspect of teachers' spiritual discipline has a significant influence in shaping students' religious spirit.

Teachers who arrive early for congregational prayers, maintain purity of heart and intention, and consistently

remind students of their religious obligations become real role models in spiritual character building. This habit

formation process results in the internalization of values through three stages as described by Peter L. Berger,

namely: externalization, objectification, and internalization [22]. First, teachers externalize spiritual values

through concrete actions. Second, these values are accepted as objective culture in schools. Third, students

internalize these values as part of their personality and consciousness. This exemplary behavior encourages

students to develop a self-driven spiritual commitment, namely the awareness to practice religion due to internal

motivation, not merely obedience to school rules.

In the context of Islamic education, spiritual discipline is a manifestation of mujahadah an-nafs or sincerity in

The three dimensions of teacher role modeling found in this study form an integrative model for the formation

of students' spiritual intelligence. Role modeling in worship shapes transcendental awareness (vertical

relationship with Allah), role modeling in morals shapes moral awareness and empathy (horizontal relationship

with fellow human beings), and spiritual discipline shapes self-awareness (self-control and personal

responsibility). These three aspects are in line with the Islamic concept of tazkiyatun nafs, which is the

purification of the soul through worship, morals, and continuous spiritual discipline.

Thus, the role of teachers as murabbi becomes a determining factor in the formation of spiritual intelligence

because the example set by teachers has affective and psychological power that cannot be replaced by verbal

instruction. This finding reinforces Ibn Miskawaih's view that the morals and spirituality of an educator influence

the souls of students just as fire influences iron. Teachers are not only sources of knowledge but also sources of

determinant in the formation of students' spiritual intelligence. This model not only describes symbolic practices

process of internalizing values. This research also reinforces an integrative perspective between Western theory

Through these findings, teachers are positioned not only as facilitators of learning, but as agents of spiritual

transformation (spiritual transformers), initiators of religious culture (religious culture initiators), and creators

The conceptual model found in this study shows that teacher role modeling as murabbi is central to the process

of shaping students' spiritual intelligence through a layered and continuous mechanism of value internalization.

This process begins with the dimension of value externalization, which is when teachers display spiritual

behavior in a tangible way through consistent worship, polite manners, and spiritual discipline.

At this stage, spiritual values are not yet present in students' internal consciousness, but are represented through

the observable, tangible behavior of teachers that can be observed, felt, and repeated in the context of school life.

The next stage is the objectification of values, which is when students and the school community accept the

spiritual behavior of teachers as a collective social and cultural norm that must be respected and emulated. In

this phase, spiritual values begin to shift from the individual behavior of teachers to an institutional culture that

morally binds the entire school community. The third stage is the internalization of values, which is the process

whereby students begin to absorb the spiritual values displayed by teachers as part of their personal

ability to feel the presence of God in every activity, and a life orientation that is always directed towards spiritual

goodness [8].

in Islamic education in which the teacher as murabbi is the center of the school's spirituality, driving the process

of internalizing values through affective, cognitive, and practical mechanisms simultaneously, to form the

spiritual intelligence of students that is conscious, continuous, and transformative.

This study makes a significant contribution to the development of Islamic education theory and spiritual

pedagogy by presenting a new conceptual model that places teachers as the main actors in shaping the spiritual

intelligence of students, not just as facilitators of learning. The teacher spiritual role-model framework model

produced in this study broadens the perspective of Islamic education from a cognitive-instructional approach to

an affective-transformative approach, in which teacher exemplarity is understood as a strategy of dakwah bil hal

that effectively internalizes spiritual values into students' consciousness. Theoretically, this model enriches the

such as spiritual intelligence theory (Emmons; Zohar & Marshall), social learning theory (Bandura), and

Practically, this research provides strategic direction for schools, educators, and policymakers in improving the

figures for students to emulate. The implementation of this role model model can be applied through religious

curriculum based on the formation of spiritual intelligence that is capable of responding to the challenges of the

moral crisis of the younger generation in the digital age. By applying teacher role modeling as the core of

religious learning strategies, schools can create an educational environment that not only educates intellectually

but also purifies the soul and shapes students with strong and transformative spiritual character.

This study confirms that the exemplary behavior of teachers as murabbi is a determining factor in the formation

of students' spiritual intelligence in secondary schools. The role of teachers does not stop at the cognitive delivery

of religious subject matter, but extends to being spiritual role models who influence the formation of students'

transcendental awareness, emotions, and spiritual commitment through consistently displayed worship, morals,

and spiritual discipline. Exemplary worship gives rise to a sense of transcendence that encourages students to

education paradigm by presenting the teacher spiritual role-model framework as a new conceptual model that

integrates modern spiritual psychology theory with classical Islamic tarbiyah (education) knowledge. These

findings broaden the understanding of religious education from a cognitive-instructional approach to an

affective-transformative approach centered on exemplary behavior as the core of spiritual pedagogy. Practically,

the results of this study provide recommendations to educational institutions to strengthen teachers' spiritual

competencies through spiritual leadership-based training, foster a vibrant religious culture in the school

environment, and make exemplary behavior a key component in assessing teacher professionalism. Policy

implications should also be directed toward establishing national standards for religious education that

emphasize the spiritual dimension of teachers as a key requirement for the success of character education and

faith development in the younger generation.