<![CDATA[Abstrak Penelitian ini mengkaji kondisi penghargaan mendukung atau justru melemahkan motivasi belajar, batas pendidikan dan etis punishment di lingkungan digital, serta prinsip yang dapat menuntun praktik pendidikan Islam. Tinjauan literatur integratif mensintesis 54 sumber substantif, terutama terbit Januari 2015–September 2026, dengan karya fondasional sebelum 2015 dipertahankan. Penelusuran dilakukan secara iteratif melalui Google Scholar, platform penerbit, dan repositori resmi WHO, UNESCO, serta regulasi Indonesia. Sumber dikelompokkan menurut jenis bukti dan dinilai secara peka-desain berdasarkan transparansi metode, relevansi langsung, kekuatan inferensi, otoritas dokumen, dan keterbatasannya. Sintesis tematik menunjukkan bahwa penghargaan paling konsisten mendukung pembelajaran ketika berfungsi sebagai umpan balik informatif, mengakui kemajuan yang bermakna, dan tidak menggantikan otonomi peserta didik, efek gamifikasi tetap heterogen menurut desain, konteks, dan durasi. Bukti paling kuat menolak hukuman fisik dan merendahkan, sedangkan bukti langsung mengenai sanksi digital masih lebih terbatas dan terutama memerlukan inferensi hati-hati dari kajian privasi, analitik pembelajaran, dan disiplin sekolah. Berdasarkan pemisahan antara temuan empiris dan penalaran normatif, penelitian ini mengusulkan RAHMAH sebagai kerangka keputusan etis yang saling berinteraksi: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, dan Healing through restoration. RAHMAH merupakan kerangka konseptual berbasis bukti, bukan paket intervensi yang telah tervalidasi, kelayakan, penerimaan, implementasi, hasil, dan dampak tidak terduganya masih perlu diuji di berbagai lembaga pendidikan Islam. Kata Kunci: Rewards and Punishments, Pendidikan Islam Digital, Motivasi Peserta Didik, Disiplin Etis, Kerangka Kerja RAHMAH Abstract This study examines the conditions under which rewards support or undermine learning motivation, the educational and ethical limits of punishment in digital environments, and principles that can guide Islamic educational practice. An integrative literature review synthesized 54 substantive sources published primarily from January 2015 to September 2026, while retaining pre-2015 foundational works when conceptually. Literature was identified iteratively through Google Scholar, publisher platforms, and official WHO, UNESCO, and Indonesian regulatory repositories. Sources were grouped by evidence type and appraised in a design-sensitive manner for methodological transparency, direct relevance, strength of inference, documentary authority, and limitations. The thematic synthesis indicates that rewards most consistently support learning when they function as informative feedback, recognize meaningful progress, and do not displace learner autonomy; gamification effects remain heterogeneous across design, context, and duration. The strongest evidence rejects physical and humiliating punishment, whereas direct evidence on digitally mediated sanctions is more limited and requires cautious inference from privacy, learning-analytics, and school-discipline scholarship. Separating empirical findings from normative reasoning, the study proposes RAHMAH as an interacting ethical decision framework: Respect dignity and privacy, Align with learning purposes, Human review of digital data, Meaningful proportionality, Autonomy-supportive feedback, and Healing through restoration. RAHMAH is an evidence-informed conceptual framework rather than a validated intervention package; its feasibility, acceptability, implementation, outcomes, and unintended effects require empirical evaluation across diverse Islamic educational settings. Keywords: Rewards and Punishments, Digital Islamic Education, Learner Motivation, Ethical Discipline, RAHMAH Framework]]>
