The Concept of Children’s Moral Education in Akhlaq lil Banin by Umar bin Ahmad Baraja: A Critical Analysis of Moral Disruption in the Digital Era
DOI:
https://doi.org/10.23969/jp.v11i02.45520Keywords:
Moral education; Akhlaq lil Banin; digital disruption; Islamic education; children’s character; socio-emotional development.Abstract
This study aims to critically analyze the concept of children’s moral education in Akhlaq lil Banin by Umar bin Ahmad Baraja and examine its relevance in addressing moral disruption in the digital era. This research employs a qualitative library research design using content analysis to interpret moral values embedded in the text and relate them to contemporary digital challenges. The findings reveal that moral education in Akhlaq lil Banin is structured into five integrative dimensions: personal, filial, educational, social, and environmental morality. These dimensions emphasize internal self-regulation, ethical relationships, and social responsibility as the foundation of character formation. Furthermore, the study finds that these classical moral values remain highly relevant in responding to current issues such as digital addiction, ethical degradation in online communication, and the weakening of moral authority. However, a conceptual gap is identified between classical frameworks and the complexities of digital life, necessitating contextual reinterpretation. This study contributes by proposing an integrative and adaptive model of moral education that bridges classical Islamic values with digital literacy. The findings highlight the importance of contextualizing moral education to ensure its relevance in shaping ethically grounded generations in the digital age.
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