<![CDATA[This study aims to conceptualize the reconstruction of the boundaries of ‘uqūbāt (punishment) based on the framework of maqāṣid al-syarī‘ah within Islamic primary education institutions, serving as a resolution to the legal antinomy between the literalism of classical jurisprudence and child protection regulations in Indonesia (Law No. 35/2014). Utilizing a qualitative-descriptive library research design, this study employs a normative-Sharia legal approach alongside a comparative analysis across the four major schools of thought (Hanafi, Maliki, Syafi‘i, and Hanbali). A hermeneutical analysis of the disciplinary Hadith corpus confirms that the dispensation for physical action against ten-year-old children strictly functions as an educational instrument (ta’dīb) rather than a retributive measure (intiqām). Despite technical-quantitative differences among these madhhabs, an absolute consensus (ijmā‘) exists regarding the total prohibition of harmful striking (ḍarb mubriḥ) and any physical contact directed at the child's face, head, and vital organs. Furthermore, positioning the age of five as a pre-tamyīz baseline confirms that the developmental gradations in Islamic law are progressive and linear with the "five-to-seven year shift" phenomenon in modern developmental psychology. This study concludes that there is an urgent need to transform the operational boundaries of sanctions in Islamic elementary schools (SD/MI) toward a positive-restorative discipline paradigm—a framework that positions the principle of the best interest of the child (maṣlaḥah al-ṭifl) as the supreme legal maxim to satisfy the foundational tenets of protecting life (ḥifẓ al-nafs) and intellect (ḥifẓ al-‘aql). Practically, this study recommends the formulation of an applicable Student Discipline Code of Ethics for educators as an operational guideline to enforce child-friendly discipline while preventively mitigating the risk of teacher criminalization.]]>
