Empathy and Intellectual Rigor: Reconstructing Sayyidah 'Ā'ishah’s Pedagogy in SEL-Based Character Education

Abstract

Character education in traditional Islamic boarding schools (pesantren) often faces a dilemma between emphasizing absolute obedience (ta'dzim) and developing critical reasoning skills required in contemporary contexts. This study addresses the gap by integrating the Social-Emotional Learning (SEL) framework with the pedagogical legacy of Sayyidah 'Ā'ishah ra to create a holistic character education model that balances empathy and intellectual rigor. Using a qualitative library research design, data were gathered from primary sources, including classical hadith collections and historical records of Sayyidah 'Ā'ishah's intellectual corrections, alongside secondary sources such as contemporary SEL literature. Thematic and content analysis were employed to map her pedagogical behaviors into CASEL's five core SEL competencies. The results synthesize these findings into the unique "'Ā'ishah Character Pedagogy–SEL” model, which introduces a transformative shift from passive learning to an active, dialogic paradigm built upon the dual pillars of empathy and intellectual assertiveness. Unlike conventional models, this framework operationalizes intellectual courage through civilized debate and reflection sessions, enabling students to engage in critical inquiry—framed as tabayyun (clarification) and baḥth al-'ilm (scientific inquiry)—without eroding foundational Islamic values. This model fosters gender justice and psychological resilience by positioning students as autonomous intellectual subjects. Ultimately, this study offers practical implications for policymakers in Islamic educational institutions, suggesting that the formal integration of this model into the pesantren curriculum can effectively bridge the gap between traditional moral authority and the demands of 21st-century holistic character development.