LINGKUNGAN PENDIDIKAN DALAM PERSPEKTIF WASIAT LUQMAN: IMPLEMENTASI NILAI-NILAI KARAKTER QS. LUQMAN 12–19

Abstract

Abstrak Krisis karakter di era digital menjadi tantangan serius bagi dunia pendidikan, khususnya pendidikan Islam. Fenomena menurunnya kualitas akhlak, lemahnya kontrol diri, serta rendahnya etika dalam interaksi sosial dan digital menunjukkan pentingnya penguatan pendidikan karakter berbasis nilai-nilai Al-Qur’an. Penelitian ini bertujuan menganalisis nilai-nilai pendidikan karakter dalam QS. Luqman ayat 12–19 berdasarkan Tafsir Al-Azhar karya Hamka serta merumuskan model implementasinya dalam lingkungan keluarga, sekolah, dan media sosial. Penelitian menggunakan metode kualitatif dengan pendekatan kepustakaan (library research) dan tafsir maudhu’i. Sumber data primer berupa Tafsir Al-Azhar karya Hamka, sedangkan data sekunder diperoleh dari buku, jurnal, dan artikel ilmiah yang relevan. Hasil penelitian menunjukkan bahwa QS. Luqman ayat 12–19 memuat tujuh nilai utama pendidikan karakter, yaitu syukur, tauhid, birrul walidain, muraqabah, ibadah dan sabar, amar ma’ruf nahi munkar, serta tawadu dan adab. Melalui corak tafsir adabi ijtima’i, Hamka menafsirkan nilai-nilai tersebut secara kontekstual sehingga relevan dengan tantangan kehidupan modern. Implementasinya dilakukan melalui keteladanan, dialog, dan pembiasaan dalam keluarga; integrasi pembelajaran, budaya sekolah, dan program pembiasaan di sekolah; serta penguatan literasi digital, etika komunikasi, dan penggunaan media sosial secara bertanggung jawab. Kebaruan penelitian terletak pada integrasi analisis tafsir Hamka dengan model implementasi karakter pada tiga lingkungan pendidikan utama. Abstract The character crisis in the digital era has become a serious challenge for education, particularly Islamic education. The decline in moral values, weak self-control, and low ethical awareness in social and digital interactions indicate the urgency of strengthening character education based on Qur’anic values. This study aims to analyze the character education values contained in Surah Luqman verses 12–19 based on Hamka’s Tafsir Al-Azhar and to formulate an implementation model within the family, school, and social media environments. This research employed a qualitative method using a library research approach and thematic interpretation (tafsir maudhu’i). The primary source was Hamka’s Tafsir Al-Azhar, while secondary sources consisted of relevant books, journals, and scientific articles. The findings reveal seven main character education values in Surah Luqman verses 12–19: gratitude, monotheism (tauhid), filial piety (birrul walidain), muraqabah, worship and patience, enjoining good and forbidding evil, as well as humility and proper conduct. Through his adabi ijtima’i interpretative approach, Hamka contextualizes these values, making them relevant to contemporary challenges. Their implementation is carried out through role modeling, dialogue, and habituation within families; integration into learning activities, school culture, and character-building programs in schools; and the promotion of digital literacy, communication ethics, and responsible social media use. The novelty of this study lies in integrating Hamka’s interpretation with an operational character education model across three major educational environments.