Etika Digital dalam Pendidikan Perspektif Analisis Kritis Filsafat Pendidikan Islam

Authors

  • Tri Pujiati Universitas Islam Negeri Walisongo Semarang, Indonesia
  • Masrur Universitas Islam Negeri Walisongo Semarang, Indonesia
  • Mahfud Junaedi Universitas Islam Negeri Walisongo Semarang, Indonesia
  • Aziz Muzayin Universitas Islam Pemalang, Indonesia
  • Mohammad Abdul Hayyi Pondok Pasir Tumbuh, Malaysia
  • Darmu'in Universitas Islam Negeri Walisongo Semarang, Indonesia

DOI:

https://doi.org/10.59944/amorti.v5i4.2126

Keywords:

Etika digital, Filsafat pendidikan Islam, Critical digital literacy, Adab, Tazkiyat al-nafs

Abstract

Artikel ini bertujuan merumuskan kembali etika digital sebagai persoalan pendidikan, bukan sekadar persoalan kepatuhan terhadap aturan penggunaan teknologi. Kajian ini menggunakan penelitian kepustakaan dengan pendekatan analisis kritis-filosofis yang mempertemukan kajian digital citizenship, critical digital literacy, etika informasi, serta filsafat pendidikan Islam. Literatur dianalisis secara tematik sesuai fokus pembahasan untuk menemukan kecenderungan, keterbatasan konseptual, dan ruang pengembangan pendidikan etika digital. Hasil kajian menunjukkan bahwa penelitian tentang digital citizenship telah berkembang dari orientasi keamanan dan keterampilan menuju partisipasi, penalaran moral, dan literasi digital kritis. Namun, dalam konteks pendidikan Islam, pembahasan etika digital masih lebih sering ditempatkan sebagai internalisasi nilai adab, tabayyun, amanah, dan tanggung jawab, sementara dimensi kritik terhadap struktur kuasa platform, produksi pengetahuan, algoritma, dan pembentukan agensi peserta didik belum cukup terintegrasi. Artikel ini menawarkan kebaruan konseptual berupa kerangka Etika Digital Kritis-Transformatif yang memadukan orientasi tauhidik, kewaspadaan epistemik, adab komunikasi, tazkiyat al-nafs, dan tanggung jawab sosial-partisipatif. Kerangka tersebut diterjemahkan ke dalam pedagogi reflektif, dialogis, dan praksis sehingga peserta didik tidak hanya mengetahui aturan menggunakan media, tetapi mampu menilai informasi, mengenali kepentingan di balik teknologi, mengendalikan diri (self regulation), mempertimbangkan dampak terhadap orang lain, dan mengambil tindakan digital yang bertanggung jawab. Dengan demikian, etika digital dalam pendidikan Islam diposisikan sebagai proses pembentukan manusia beradab sekaligus subjek kritis yang mampu hidup secara bermartabat dalam ekosistem digital.

References

Agustin, A. N., Istihana, & Octafiona, E. (2026). Digital ethics in the perspective of Islamic education: A qualitative study of the behavior of students at SMAN 01 Hulu Sungkai, North Lampung. Journal of Educational Sciences, 10(6), 762–771. https://doi.org/10.31258/jes.10.6.p.762-771

Ahmed, F. (2018). An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy. Educational Philosophy and Theory, 50(8), 786–794. https://doi.org/10.1080/00131857.2016.1247685

Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. Angkatan Belia Islam Malaysia.

Archambault, S. G., Ramachandran, S., Acosta, E., & Fu, S. (2024). Ethical dimensions of algorithmic literacy for college students: Case studies and cross-disciplinary connections. The Journal of Academic Librarianship, 50(3), 102865. https://doi.org/10.1016/j.acalib.2024.102865

Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112. https://doi.org/10.1016/j.compedu.2017.01.002

Estellés, M., & Doyle, A. (2025). From safeguarding to critical digital citizenship? A systematic review of approaches to online safety education. Review of Education, 13(1), e70056. https://doi.org/10.1002/rev3.70056

Ferdinan, Fattah, A., Nashir, A., Muthaharah, S., & Waeno, M. (2026). Examining the enactment of digital literacy in Islamic education across two school contexts in Indonesia and Thailand. Discover Education, 5, 764. https://doi.org/10.1007/s44217-026-02044-1

Floridi, L. (2013). The ethics of information. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199641321.001.0001

Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Bloomsbury Academic.

Giroux, H. A. (2020). On critical pedagogy (2nd ed.). Bloomsbury Academic.

Harrison, T., & Polizzi, G. (2022). (In)civility and adolescents’ moral decision making online: Drawing on moral theory to advance digital citizenship education. Education and Information Technologies, 27, 3277–3297. https://doi.org/10.1007/s10639-021-10710-0

Hidayat, N., Wibowo, Y. R., Salfadilah, F., & Rahma Maryam, M. (2025). Al-Ghazali’s thought in Islamic education philosophy: Its relevance for basic education. At Turots: Jurnal Pendidikan Islam, 7(2), 1382–1394. https://doi.org/10.51468/jpi.v7i2.1180

Ilomäki, L., Lakkala, M., Kallunki, V., Mundy, D., Romero, M., Romeu, T., & Gouseti, A. (2023). Critical digital literacies at school level: A systematic review. Review of Education, 11(3), e3425. https://doi.org/10.1002/rev3.3425

Komarudin, A., Hakim, L., Budiman, M. I. G., & Kurahman, O. T. (2026). Relevansi konsep Al-Ghazali terhadap pendidikan akhlak di era digital. Ta’dib: Jurnal Pendidikan Islam, 14(2), 231–240. https://doi.org/10.29313/tjpi.v14i2.8755

Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989. https://doi.org/10.1016/j.compedu.2020.103989

Lesmana, D., Mahyudin, E., & Irfan, A. (2026). Reconceptualizing holistic Islamic education: Integrating PAI and Arabic instruction for digital ethics formation among Generation Z. TADIB: Jurnal Pendidikan Agama Islam, 4(1), 124–146. https://doi.org/10.69768/jt.v4i1.109

Lutfiana, D. S., Ghufron, M. N., & Pancaningrum, N. (2026). Penguatan literasi digital dan etika bermedia mahasiswa PIAUD Generasi Z sebagai calon pendidik anak usia dini melalui pendidikan Islam. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 8(1), 117–124. https://doi.org/10.35473/ijec.v8i1.4978

Mentari, I. E. R., Sari, S. F., Nova, M. A. D., Rozy, F., Lubis, A. S., & Dina, S. (2026). Digital ethics-based learning strategies from an Islamic education perspective. Al-Mudarris: Jurnal Ilmiah Pendidikan Islam, 9(2), 325–342. https://doi.org/10.23971/mdr.v9i2.11442

Muhammad Faisal Reza, M. F., Wahyudi, N. A., Risky, M. J., & Mafaakhir, A. (2025). Digital ethics from the perspective of Islamic education: A conceptual study of the manners of interacting in cyberspace. Kasyafa: Jurnal Pendidikan Agama Islam, 2(4), 434–446. https://doi.org/10.61166/kasyafa.v2i4.126

Muhsi, I. A., & Nadlif, A. (2021). Imam Al-Ghazali’s perspective moral education. Academia Open, 4. https://doi.org/10.21070/acopen.4.2021.2717

Muksin, & Afandi. (2025). Digital ethics in Islamic religious education: Systematic literature review. Maharot: Journal of Islamic Education, 9(2), 133–144. https://doi.org/10.28944/maharot.v9i2.2225

Mu’min, U. A., Khutomi, B. M., & Fadillah, M. R. (2026). The role of Islamic Religious teachers in shaping students’ digital ethics in the social media era. Atthulab: Islamic Religion Teaching and Learning Journal, 11(1), 61–74. https://doi.org/10.15575/atthulab.v11i1.54558

Ningsih, W., & Akhyar, Y. (2026). Transformative Islamic Religious Education and developing students’ character: An analysis of Paulo Freire’s critical pedagogy. Indonesian Journal of Islamic Religious Education, 4(1), 1–12. https://doi.org/10.63243/Injire.v4i1.01

Pranoto, B. A., & Haryanto, B. (2024). Shaping ethical digital citizens through Islamic education. Indonesian Journal of Islamic Studies, 12(4). https://doi.org/10.21070/ijis.v12i4.1740

Putri, L. A., Samad, D., & Firdaus. (2026). Synthesizing Islamic educational philosophy: From Al-Ghazali’s Tazkiyah Nafs to Fazlur Rahman’s Double Movement in Indonesia’s digital era. Unisia, 43(2). https://doi.org/10.20885/unisia.vol43.iss2.art25

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). International Society for Technology in Education.

Richardson, J. W., Martin, F., & Sauers, N. (2021). Systematic review of 15 years of research on digital citizenship: 2004–2019. Learning, Media and Technology, 46(4), 498–514. https://doi.org/10.1080/17439884.2021.1941098

Ruslan, R., & Luthfiyah, L. (2026). Critical pedagogy and Islamic education: Curriculum reconstruction towards transformative learning. Jurnal Pendidikan dan Pembelajaran Indonesia, 6(2), 1614–1628. https://doi.org/10.53299/jppi.v6i2.4153

Setiawan, I., Fadloli, F., Chalim, A., & Amalia, A. R. (2025). Building digital ethics in the perspective of Islamic Religious Education. Journal of Research in Islamic Education, 7(1), 245–255. https://doi.org/10.25217/jrie.v7i1.5929

Tadlaoui-Brahmi, A., Çuko, K., & Alvarez, L. (2022). Digital citizenship in primary education: A systematic literature review describing how it is implemented. Social Sciences & Humanities Open, 6(1), 100348. https://doi.org/10.1016/j.ssaho.2022.100348

Tapingkae, P., Panjaburee, P., Hwang, G.-J., & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Computers & Education, 159, 103998. https://doi.org/10.1016/j.compedu.2020.103998

Downloads

Published

2026-10-24

How to Cite

Tri Pujiati, Masrur, Mahfud Junaedi, Aziz Muzayin, Mohammad Abdul Hayyi, & Darmu'in. (2026). Etika Digital dalam Pendidikan Perspektif Analisis Kritis Filsafat Pendidikan Islam. Amorti: Jurnal Studi Islam Interdisipliner, 5(1), 1639–1653. https://doi.org/10.59944/amorti.v5i4.2126