Islamic Ethical Pedagogy for Bullying Prevention: Integrating Gender Education in Digital Learning Communities

Firmansyah, Rizky Maulana and Mubarak, A. Faizul (2026) Islamic Ethical Pedagogy for Bullying Prevention: Integrating Gender Education in Digital Learning Communities. Journal of Islamic Education Research, 7 (2). pp. 283-304. ISSN 2716-0998

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Abstract

Despite the growing implementation of anti-bullying programs in schools, existing approaches frequently remain behaviorally oriented and insufficiently address the structural dimensions of gender inequality, symbolic violence, and ethical awareness within educational environments. This study aims to examine bullying prevention through the integration of gender education within Islamic Religious Education (Pendidikan Agama Islam/PAI) grounded in Islamic ethical values and implemented through digital learning communities. Employing a qualitative case study design, this research was conducted within the Eudaimonia digital community in Probolinggo, Indonesia. Data were collected through participant observation, semi-structured interviews, and documentation studies, and analyzed using thematic analysis. The findings reveal that bullying operates as a form of symbolic violence reproduced through hegemonic gender constructions and unequal social relations among students. The integration of Islamic ethical values, including musāwah (equality), ‘adl (justice), raḥmah (compassion), and karāmah insāniyyah (human dignity), contributed significantly to the development of students’ critical awareness, empathy, and prosocial behavior. Furthermore, the Eudaimonia digital community functioned as a transformative pedagogical space facilitating reflective dialogue, collaborative learning, and continuous ethical internalization. This study proposes an integrative framework conceptualized as Islamic Ethical Digital Pedagogy, which combines Islamic ethical traditions, gender-responsive education, and participatory digital learning within a holistic anti-bullying strategy. The study contributes theoretically to contemporary Islamic education discourse by repositioning digital learning communities as critical-transformative pedagogical spaces for fostering inclusive, just, and anti-violent educational cultures in the digital era.

Versi Bahasa Indonesia (Abstrak)
Meningkatnya praktik bullying di lingkungan sekolah menunjukkan bahwa berbagai program pencegahan yang telah diterapkan masih cenderung berorientasi pada perilaku dan belum secara memadai menyentuh dimensi struktural ketimpangan gender, kekerasan simbolik, dan kesadaran etis dalam kultur pendidikan. Penelitian ini bertujuan untuk mengkaji pencegahan bullying melalui integrasi pendidikan gender dalam Pendidikan Agama Islam (PAI) berbasis nilai etika Islam yang diimplementasikan melalui komunitas pembelajaran digital. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus pada komunitas digital Eudaimonia di Probolinggo, Indonesia. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan studi dokumentasi, kemudian dianalisis menggunakan thematic analysis. Hasil penelitian menunjukkan bahwa bullying merupakan bentuk kekerasan simbolik yang direproduksi melalui konstruksi gender hegemonik dan relasi sosial yang timpang di kalangan siswa. Integrasi nilai-nilai etika Islam seperti musāwah (kesetaraan), ‘adl (keadilan), raḥmah (kasih sayang), dan karāmah insāniyyah (martabat kemanusiaan) terbukti mampu meningkatkan kesadaran kritis, empati sosial, dan perilaku prososial siswa. Selain itu, komunitas digital Eudaimonia berfungsi sebagai ruang pedagogis transformatif yang memfasilitasi dialog reflektif, pembelajaran kolaboratif, dan internalisasi nilai secara berkelanjutan. Penelitian ini menawarkan kerangka integratif yang dikonsepsikan sebagai Islamic Ethical Digital Pedagogy, yaitu pendekatan pedagogis yang mengintegrasikan tradisi etika Islam, pendidikan responsif gender, dan pembelajaran digital partisipatif dalam strategi pencegahan bullying yang holistik. Secara teoretis, penelitian ini berkontribusi terhadap pengembangan diskursus pendidikan Islam kontemporer dengan menempatkan komunitas pembelajaran digital sebagai ruang pedagogis kritis-transformatif untuk membangun budaya pendidikan yang inklusif, adil, dan anti-kekerasan di era digital.

Item Type:	Article
Uncontrolled Keywords:	Islamic Ethical Pedagogy, Bullying Prevention, Gender Education, Digital Learning Communities, Islamic Religious Education
Subjects:	B Philosophy. Psychology. Religion > BP Islam. Bahaism. Theosophy, etc L Education > L Education (General)
Divisions:	Fakultas Agama Islam > S1 Pendidikan Agama Islam
Depositing User:	Unnamed user with email rmaulana43234@gmail.com
Date Deposited:	17 Oct 2026 02:37
Last Modified:	17 Oct 2026 02:56
URI:	https://repository.unuja.ac.id/id/eprint/4795

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