<![CDATA[Perkembangan teknologi digital telah mengubah pola interaksi, belajar, dan bermain siswa sekolah dasar, namun belum diimbangi dengan kesiapan etika bermedia yang memadai. Meningkatnya kasus perundungan daring, paparan konten negatif, serta rendahnya kesadaran privasi digital menunjukkan perlunya penguatan etika digital berbasis nilai moral dan spiritual. Penelitian ini bertujuan merumuskan model pendidikan etika digital Islami berbasis nilai Qur’ani untuk penguatan karakter siswa sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kepustakaan melalui penelusuran literatur Al-Qur’an, buku ilmiah, dan artikel jurnal yang relevan. Data dianalisis menggunakan analisis isi untuk mengidentifikasi nilai Qur’ani yang kontekstual dengan perilaku digital siswa. Hasil kajian menunjukkan bahwa model pendidikan etika digital Islami dibangun atas tiga pilar utama, yaitu internalisasi nilai Qur’ani dalam konteks digital, literasi digital beretika, dan penguatan ekosistem tripusat pendidikan yang melibatkan keluarga, sekolah, dan masyarakat. Nilai sidq, amanah, tabayyun, hifzh al-‘irdh, dan ‘iffah terbukti relevan sebagai fondasi etika digital siswa. Kontekstualisasi nilai tersebut dalam situasi digital konkret menjadikan pendidikan etika lebih aplikatif dalam kehidupan sehari-hari. Model ini diharapkan menjadi kerangka konseptual dalam membimbing siswa menggunakan teknologi secara bijak, bertanggung jawab, dan berakhlak.AbstractThe development of digital technology has transformed the patterns of interaction, learning, and play among elementary school students; however, this transformation has not been accompanied by adequate readiness in digital media ethics. The increasing cases of cyberbullying, exposure to negative content, and low awareness of digital privacy indicate the urgent need to strengthen digital ethics grounded in moral and spiritual values. This study aims to formulate a model of Islamic digital ethics education based on Qur’anic values to strengthen the character of elementary school students. The research employs a qualitative approach using a library research method through the examination of the Qur’an, scholarly books, and relevant journal articles. Data were analyzed using content analysis to identify Qur’anic values that are contextual to students’ digital behavior. The findings reveal that the Islamic digital ethics education model is constructed upon three main pillars: the internalization of Qur’anic values within the digital context, ethical digital literacy, and the reinforcement of the tripartite educational ecosystem involving family, school, and community. The values of sidq (truthfulness), amanah (trustworthiness), tabayyun (verification), hifzh al-‘irdh (protection of honor), and ‘iffah (modesty/self-restraint) are shown to be relevant as foundational principles of students’ digital ethics. The contextualization of these values in concrete digital situations makes ethics education more applicable in daily life. This model is expected to serve as a conceptual framework in guiding students to use technology wisely, responsibly, and in accordance with noble character.]]>
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