ANALISIS KONSEP PENDIDIKAN AKHLAK DALAM UPAYA MENGATASI DEKADENSI MORAL GENERASI MUDA (STUDI KEPUSTAKAAN)

Abstract

This study is motivated by the rising moral decadence among young people, particularly senior high school students, marked by a surge in bullying and violence cases and a weakening of self-control, while modern education remains oriented toward cognitive achievement and has yet to address the root problem of moral-spiritual formation. The novelty of this study lies in its attempt to comparatively synthesize the moral-education thought of four Islamic scholars into a single integrative conceptual framework, rather than merely describing each figure's thought separately. The four thinkers were purposively selected to bridge classical and Indonesian-contextual perspectives on akhlak: Al-Ghazali and Ibn Miskawaih represent the classical Islamic tradition of soul purification and rational habituation, while Buya Hamka and K.H. Hasyim Asy'ari represent Indonesian Muslim scholars who contextualized moral education within Indonesia's social, cultural, and educational realities. The study employs a qualitative library-research approach, with data analyzed through descriptive-analytical, comparative, and conceptual-synthesis techniques. The synthesis indicates that all four thinkers place the purification and cultivation of the human soul at the root of moral behavior, despite differing methodological emphases. Based on this synthesis, the study proposes a conceptual Integrative-Critical Model of Moral Education comprising four continuous stages: a foundation of purifying the heart and rectifying intention, prevention through self-protection from negative influences, a process of cultivating reason and habituating positive behavior, and an outcome of moral integrity reflected in modesty and self-dignity (al-haya'). It is important to emphasize that this model is a conceptual construct derived from literature synthesis rather than an empirically tested model, and it therefore requires further empirical validation. The study concludes that the moral reconstruction of young people can only be achieved by making adab (moral conduct) an absolute prerequisite before the transfer of knowledge, supported by protective synergy among the family, school, and community.