Abstract
Islamic educational thought contains extensive discussions of adab, teacher–student relations, curriculum, discipline, child protection, and institutional governance, yet these elements remain dispersed across jurisprudence, spirituality, philosophy, and educational policy. This article reconstructs Fiqih Tarbawy as a normative-formative framework that shifts the center of reasoning from the legal classification of isolated acts toward the design, guidance, protection, and evaluation of human formation in education. The study employs conceptual-reconstructive analysis supported by a bounded purposive synthesis of classical Islamic educational texts, usul al-fiqh and maqashid al-shari’ah literature, modern educational-jurisprudence scholarship, and recent peer-reviewed educational research. Analysis proceeded through semantic clarification, genealogical mapping, conceptual differentiation, cross-category synthesis, and coherence testing. The reconstruction identifies three major shifts: an expanded unit of analysis from individual acts to learners, pedagogical relations, curriculum, institutions, and policy; an expanded temporality from adjudicative response to pre-factum, in-factum, and post-factum work; and the integration of normative orientation, contextual-empirical reasoning, and a repertoire of formative interventions within one decision architecture. Legal judgment is therefore retained but situated within an educational cycle that enables prevention, guidance, correction, restoration, and system evaluation. The main contribution is a configurational architecture of formative jurisprudence that links educational diagnosis, norm-guided action before–during–after events, proportional intervention, and impact-based institutional correction.