Conceptual Reconstruction of Islamic Moral Values in Islamic Religious Education Learning for Digital Ethics

Ika Meidiansyah, A’inun Suci Rohmah, El Wida Febriyanti, Munifah Nur Nakhriyah, Akhsin Ridho

Abstract


The rapid expansion of digital technologies has transformed students’ social interactions and learning environments, while simultaneously generating ethical challenges such as cyberbullying, misinformation, and irresponsible online behavior. In this context, Islamic Religious Education (IRE) plays a strategic role in cultivating students’ moral awareness by integrating Islamic ethical values (akhlak). This study aims to conceptually reconstruct the integration of Islamic moral values into IRE to strengthen students’ digital ethics. This research employs a qualitative library-based approach grounded in philosophical-normative and conceptual analysis. Data sources include the Qur’an, Hadith, classical Islamic ethical literature, and contemporary studies on Islamic education and digital ethics. Data were analyzed using content analysis and conceptual synthesis to develop an integrative framework. The findings reveal that strengthening digital ethics can be operationalized through three core principles: value internalization, exemplary conduct (uswah), and ethical habituation, supported by contextual and reflective pedagogical approaches. This study contributes a conceptual framework for character-based digital ethics education, offering theoretical grounding for curriculum development and pedagogical innovation in the digital era.

Keywords


Islamic Moral Values; Islamic Religious Education; Digital Ethics; Character Education; Conceptual Reconstruction.

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References


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DOI: https://doi.org/10.56114/al-ulum.v7i3.13320

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