PENDIDIKAN AKHLAK DI RUANG DIGITAL: STRATEGI MEMBANGUN GENERASI BERKARAKTER

Abstract

Digital transformation expands young people’s spaces for learning, interaction, expression, and participation while simultaneously introducing ethical problems such as cyberbullying, disinformation, privacy violations, hate speech, performative self-presentation, plagiarism, and dependence on social validation. This article formulates a relevant model of moral education for digital life. It employs a qualitative literature review of fifteen sources comprising books, international reports, educational policies, and scholarly articles on character education, digital citizenship, media literacy, and child well-being. The materials were analyzed through thematic categorization and conceptual synthesis. The review finds that digital moral education must move beyond device prohibition toward the development of moral reasoning, reflective habits, communication ethics, responsibility for digital footprints, care, moral courage, and information-verification skills. Proposed strategies include value integration across the curriculum, dilemma-based learning, teacher modeling, pre-posting reflection routines, digital citizenship projects, restorative protocols, privacy literacy, and school-family partnerships. Outcomes should be assessed through changes in reasoning, habits, relationships, and ethical participation rather than knowledge of rules alone. Digital technology is therefore treated as a lived arena in which responsibility and character are practiced.