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Ethical Education Seen as Key to Restoring Human Dignity, Indonesian Scholars Say
Moral education grounded in ethical and religious values plays a decisive role in restoring human dignity amid today’s social and moral crises, according to a 2026 study by Jimi Harianto and colleagues from STKIP Al Islam Tunas Bangsa, Indonesia. Published in the International Journal of Contemporary Sciences, the research explains why character-based education matters not only for schools, but also for families, communities, and national development.
The article, written by Jimi Harianto, Berliana Dwika Agnesia, Cantika Ananda Han, and Hamidah Putri, responds to growing concerns about ethical decline among young people, including rising social conflict, weakening respect for authority, and diminishing social sensitivity. Drawing on Islamic educational philosophy and Indonesia’s Pancasila values, the authors argue that ethical education remains one of the most effective tools to rebuild civilized behavior and strengthen civic responsibility.
Why moral education matters today
Across Indonesia and many other societies, educators and policymakers are grappling with what the authors describe as a “moral crisis.” Social change, technological acceleration, and the strong influence of consumer culture have shifted attention toward academic performance and technical skills, often at the expense of character development.
Harianto and his team situate their analysis within Indonesia’s national education framework, which increasingly recognizes character assessment as part of student graduation requirements. Government regulations already emphasize that education should not only sharpen intelligence but also shape responsible, ethical citizens. However, implementation on the ground often remains uneven.
The researchers highlight that moral education is not an abstract ideal. It directly affects how students relate to parents, teachers, peers, and society at large. When ethical values are neglected, schools may succeed academically while failing socially.
How the research was conducted
The study uses a qualitative literature-based approach. Rather than collecting survey data or test scores, the authors systematically reviewed books, national and international journal articles, policy documents, and classical Islamic educational texts related to moral education, character development, and human dignity.
Using descriptive and thematic analysis, the researchers identified recurring concepts and patterns. They examined how moral education is defined, how it is practiced in schools, and how it shapes behavior across personal, social, and institutional levels. This approach allowed the authors to connect educational theory with real-world implications without relying on technical or statistical language.
Key findings from the study
The analysis points to several consistent outcomes associated with strong moral and ethical education:
- Strengthened affective development, including empathy, respect, and emotional maturity.
- Formation of virtuous habits, where ethical behavior becomes routine rather than forced.
- Improved leadership and social responsibility, encouraging students to contribute positively to their communities.
- Greater independence and creativity, supported by a value-based sense of purpose.
- Healthier school environments, where ethical norms guide daily interactions among teachers and students.
The authors emphasize that moral education works best when it is holistic. Isolated lessons are not enough. Values must be embedded in curriculum design, teaching methods, school culture, and daily example.
The role of teachers and schools
One of the strongest messages in the article is the central role of educators. Teachers are not only transmitters of knowledge but also living examples of ethical behavior. Students tend to internalize values when they see them practiced consistently by trusted adults.
“Moral education must touch the conscience, not only the intellect,” the authors note, emphasizing that character formation depends on recognition, affection, guidance, reinforcement, and role modeling within the learning environment.
Schools, according to the study, should function as laboratories of character. Extracurricular activities, social engagement, and everyday interactions all become opportunities to cultivate honesty, discipline, responsibility, and respect for human dignity.
Implications for society and policy
The findings carry important implications beyond classrooms. For families, the study reinforces the idea that moral education begins at home, long before formal schooling. For policymakers, it highlights the need for coherent strategies that align curriculum standards, teacher training, and evaluation systems with character development goals.
In a broader sense, the authors argue that ethical education contributes to social stability and national resilience. Citizens who value dignity, justice, and responsibility are better prepared to face social change without losing their moral compass.
Author profile
Jimi Harianto, M.Pd. is a lecturer and researcher in Islamic education at STKIP Al Islam Tunas Bangsa, Indonesia. His expertise focuses on moral education, character development, and the integration of ethical values into modern educational systems. He is joined in this study by Berliana Dwika Agnesia, Cantika Ananda Han, and Hamidah Putri, all affiliated with STKIP Al Islam Tunas Bangsa and engaged in research on education and human development.
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