Adab Sebelum Ilmu: Reaktualisasi Nilai-Nilai Tarbiyah Dalam Pendidikan Islam Dasar

Abstract

This article explores the re-actualization of tarbiyah values in Islamic elementary education, emphasizing the primacy of adab (ethics and moral conduct) as the core foundation of learning. In a modern context dominated by moral challenges and cognitive-centric approaches, the concept of adab is increasingly marginalized. Utilizing a library research method, this study analyzes both classical and contemporary literature on the Islamic perspective of education, the role of educators as murabbi and muaddib, and institutional strategies for embedding adab into the classroom and school culture. The findings reveal that adab occupies a central position in Islamic education and should be systematically integrated into the curriculum, teaching strategies, and the educational environment. Islamic education must not only focus on knowledge acquisition but also prioritize the cultivation of noble character. The philosophical and practical implications are significant ranging from realigning educational vision, developing value-based assessment systems, to strengthening school-family partnerships. By reviving the principle of “adab before knowledge,” Islamic elementary education is expected to nurture morally grounded generations who are intellectually capable and spiritually anchored to face the challenges of modernity.