Moral Responsibility and Self-Regulation in Character Education: Evidence from Draz's Qur'anic Ethics

Didi Darmadi (Universitas Darussalam Gontor)
Muhammad Kholid Muslih (Universitas Darussalam Gontor)
Zahratur Rofiqah Binte Mochamad Sandisi (Singapore Religious Scholars and Islamic Teachers Association (PERGAS))
Desnas Artanti (Universitas Islam Negeri Prof. KH. Saifuddin Zuhri Purwokerto)

Ulul Albab: Jurnal Studi Islam
Vol 27, No 1 (2026): Islamic Education and History

This article examines the integration of the concept of moral responsibility into modern character education by referring to the Qur’anic ethical theory of Muhammad Abdullah Draz. Using a qualitative–analytical approach, the study analyzes the theocentric–rational ethical framework developed by Draz, particularly the principles of al-ilzām (moral obligation) and al-mas’ūliyyah (responsibility), as foundations for character formation that is both spiritually and rationally oriented. The findings indicate that Draz’s theory offers a moral paradigm that integrates transcendental awareness, ethical rationality, and self-regulation, making it relevant for addressing the challenges of character education in the modern era, including the digital context marked by moral disorientation. The integration of these Qur’anic values can strengthen the internalization of moral values among learners through reflective, dialogical, and sustained ethical practices. Thus, Draz’s theory makes a significant contribution to the development of holistic, value-based character curricula and pedagogy that are responsive to contemporary social change.