Islamic Religious Education Teachers as Embedded Counselors: Constructing a Tiered Guidance Model Grounded in Islamic Values and Professional Competence Boundaries

Azka Musthofa; Muh. Nur Rochim Maksum; Triono Ali Mustofa

doi:10.58355/maqolat.v4i4.259

Authors

Azka Musthofa Master Program of Islamic Religious Education, Faculty of Islamic Studies, Universitas Muhammadiyah Surakarta, Surakarta
Muh. Nur Rochim Maksum Master Program of Islamic Religious Education, Universitas Muhammadiyah Surakarta, Surakarta
Triono Ali Mustofa Master Program of Islamic Religious Education, Universitas Muhammadiyah Surakarta, Surakarta

DOI:

https://doi.org/10.58355/maqolat.v4i4.259

Keywords:

Islamic Religious Education Teacher, Embedded Counselor, Tiered Guidance, Competence Boundary, Multiple-Role Ethics

Abstract

The expansion of Islamic Religious Education (IRE) teachers’ roles into guidance functions is a widespread phenomenon in Indonesian madrasah and Islamic schools, yet it has not acquired an adequate conceptual foundation. Existing scholarship tends to celebrate this dual role as a normative necessity without interrogating the ethical tensions and competence boundaries that accompany it. This study aims to construct a conceptual model of the IRE teacher as an embedded counselor while simultaneously mapping the limits of its applicability. The study employs an integrative literature review design, using a source screening procedure adapted from the PRISMA framework and a six-phase thematic analysis. Thirty-four scholarly sources published between 2015 and 2025 were analysed, comprising nationally and internationally indexed journal articles, theses, books, and policy documents. The study yields three findings. First, an anthropological divergence exists between the Islamic tradition of irsyad and modern school counselling that has hitherto been overlooked, causing the integration of the two to remain largely rhetorical. Second, the dual role of IRE teachers carries three structural dilemmas, namely multiple-role conflict, ambiguous competence boundaries, and the risk of role strain. Third, role integration is defensible only when it is designed as a tiered system. The study proposes a Value-Based Tiered Guidance Model comprising a preventive-curricular tier, a responsive-personal tier, and a referral-collaborative tier, governed by two control axes in the form of calibrated directivity and a role transparency protocol. The model is formulated into five empirically testable propositions, with implications for teacher training design and guidance service policy in madrasah.

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