Rekonstruksi Teori Humanistik Carl Rogers dan Konsep Akhlak Al-Ghazali: Pembelajaran Humanistik Islam Integratif sebagai Paradigma Baru Pendidikan Akhlak di Era Digital

Abstrak

The fragmentation of moral education in the digital era has produced a paradox: learners are increasingly exposed to information and technology, yet moral crises cyberbullying, disinformation, and the dehumanization of digital relations continue to rise. This article aims to reconstruct the point of convergence between Carl Rogers' humanistic theory, particularly self-actualization, unconditional positive regard, and meaningful learning, and Al-Ghazali's concept of akhlaq grounded in tazkiyat al-nafs (purification of the soul) and the integration of knowledge (‘ilm), faith (iman), and action (‘amal). Employing a qualitative library research method with qualitative content analysis and comparative-integrative analysis, this study examines the primary works of both figures alongside internationally indexed secondary literature. The findings indicate that both theories converge epistemologically in honoring human inner potential and the role of the facilitator/murabbi, yet diverge on the locus of evaluation: Rogers situates it within the individual's internal organismic valuing process, whereas Al-Ghazali situates it in revelation and the transcendent goal (mardhatillah). From this synthesis, a new conceptual model is proposed, Integrative Islamic Humanistic Learning (IIHL), integrating four dimensions: (1) unconditional acceptance framed by sharia values, (2) experiential facilitation combined with riyadhah (spiritual exercise), (3) digital ethics literacy as a contemporary vehicle for tazkiyat al-nafs, and (4) transcendentally oriented reflective self-evaluation. This model offers a humanistic yet theocentric paradigm of moral education relevant for addressing the moral challenges of the digital generation without losing spiritual orientation.