Contextualization of Ethics in Demanding Knowledge from Tarbawi Hadith Perspectives in the Digital Era
DOI:
https://doi.org/10.63738/al-hukumah.v2i4.44Keywords:
Hadith of Tarbawi, Ethics of Seeking Knowledge, Digital Literacy, Academic Integrity, Islamic EducationAbstract
The digital era presents various ethical challenges in the world of education, such as the spread of disinformation, plagiarism, academic dishonesty, and the degradation of manners in virtual communication. These conditions demand a reconstruction of the ethics of seeking knowledge that is relevant to technological developments without losing the normative foundations of Islam. This study aims to analyze the construction of ethics in seeking knowledge from the perspective of the hadith of tarbawi and contextualize it within the digital education ecosystem. The study used a library study method. Data were obtained from hadith books, classical Islamic education literature, and contemporary studies relevant to educational ethics and digital transformation. The analysis was conducted using content analysis techniques on the hadith of tarbawi and supporting literature. The results show that the ethics of seeking knowledge from the perspective of the hadith of tarbawi encompasses three main dimensions: the internal dimension of sincerity of intention, tazkiyat al-nafs, and tawadu'; the relational dimension of respect for teachers as heirs of the prophets; and the academic dimension of scientific integrity, honesty, and respect for knowledge. These three dimensions remain relevant in the digital era through strengthening digital literacy based on tabayyun (verification), implementing ethical virtual communication practices, and maintaining scholarly authority and sanad (chain of transmission) in the learning process. Thus, the hadith of tarbawi can serve as an applicable ethical framework for building an academic culture of integrity and oriented toward the blessings of knowledge.
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