The Exemplary Behavior of Islamic Religious Education Teachers and Its Implications for Students' Psychological Safety in Learning

Abstract

This study explores the role of Islamic Education teachers in fostering students' psychological safety during the learning process. It examines how classroom interactions grounded in trust, emotional support, and dialogic guidance contribute to students' engagement in learning. Using a qualitative approach, the research was conducted at MA Nurul Jadid through in-depth interviews and classroom observations involving teachers and students as key informants. The findings reveal that psychological safety emerges when teachers position students as respected learners, respond to mistakes constructively and non-judgmentally, and create a learning environment that encourages openness and participation. Students reported feeling more confident to express opinions and engage in learning activities when they experienced supportive communication and consistent emotional reassurance from the teacher. The study further indicates that trust-based interactions not only reduce anxiety and fear of academic evaluation but also strengthen students' willingness to reflect, question, and internalize religious values. These findings highlight the pedagogical significance of relational and affective dimensions in Islamic Education, emphasizing that effective religious learning is not solely determined by content delivery but also by the quality of interpersonal engagement. The study contributes to a deeper understanding of psychological safety within faith-based learning environments and offers implications for professional Development in Islamic Education pedagogy.