The Resilient Digital Self: An Islamic Educational Philosophy of Iqbal’s Khudi for Interfaith Harmony: (Diri Digital yang Tangguh: Rekonstruksi Filsafat Pendidikan Islam Berbasis Khudi Iqbal untuk Membangun Harmoni Antaragama)

Rifqi Khairul Anam

doi:10.37304/jied.v2i3.26998

Authors

Rifqi Khairul Anam Institut Ahmad Dahlan Probolinggo, Indonesia https://orcid.org/0000-0003-4475-3242

DOI:

https://doi.org/10.37304/jied.v2i3.26998

Keywords:

Passive Harmony, Khudi, Islamic Educational Philosophy

Abstract

This study examines digital interfaith tolerance in the contemporary cyber public sphere, where tolerance is frequently trapped in passive harmony that prioritizes conflict evasion rather than genuine character building. The issue is significant because mainstream digital literacy lacks a solid pedagogical foundation to protect students from polarizing threats such as cancel culture. Purpose: This study aims to formulate a conceptual framework for character education by utilizing Islamic Educational Philosophy and integrating Muhammad Iqbal’s concept of selfhood as a primary foundation for cultivating the resilient digital subject. Method: This qualitative library research utilizes Islamic Educational Philosophy to develop a conceptual framework for character education and examines Muhammad Iqbal’s concept of selfhood as a philosophical foundation for the resilient digital subject. Findings: The findings show that the internalization of Khudi values transforms students into proactive digital stewards (khalifah), equipping them with the capacity to create constructive counter-narratives and mitigate digital pollution. Contribution: As its primary scholarly contribution, this study proposes a novel philosophical-pedagogical framework for cultivating resilient digital citizenship grounded in Islamic Educational Philosophy. This conceptual framework provides a structural model for fostering an authentic and harmonious digital educational ecosystem.

Penelitian ini mengkaji toleransi antaragama di ruang publik siber kontemporer, yang sering terjebak dalam harmoni pasif. Kondisi ini hanya mengutamakan penghindaran konflik dan belum mampu mendorong pembentukan karakter yang sesungguhnya. Persoalan ini menjadi penting karena literasi digital arus utama belum memiliki landasan pedagogis yang kuat untuk melindungi peserta didik dari berbagai ancaman polarisasi, seperti cancel culture. Tujuan: Penelitian ini bertujuan merumuskan kerangka konseptual pendidikan karakter dengan menggunakan Filsafat Pendidikan Islam serta mengintegrasikan konsep selfhood Muhammad Iqbal sebagai landasan utama untuk membentuk subjek digital yang tangguh (resilient digital subject). Metode: Penelitian ini menggunakan penelitian kepustakaan kualitatif dengan memanfaatkan Filsafat Pendidikan Islam untuk mengembangkan kerangka konseptual pendidikan karakter dan mengkaji konsep selfhood Muhammad Iqbal sebagai landasan filosofis bagi pembentukan subjek digital yang tangguh. Temuan: Hasil penelitian menunjukkan bahwa internalisasi nilai-nilai Khudi mentransformasikan peserta didik menjadi pengelola ruang digital yang proaktif (khalifah), serta membekali mereka dengan kemampuan untuk menciptakan narasi tandingan yang konstruktif dan mengurangi polusi digital. Kontribusi: Sebagai kontribusi ilmiah utama, penelitian ini mengusulkan kerangka filosofis-pedagogis baru untuk membangun kewargaan digital yang tangguh berdasarkan Filsafat Pendidikan Islam. Kerangka konseptual ini menyediakan model struktural untuk membangun ekosistem pendidikan digital yang autentik dan harmonis.

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DOI: 10.37304/jied.v2i3.26998 DOI URL: https://doi.org/10.37304/jied.v2i3.26998

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