Academic Ethics of K.H. Hasyim Asy'ari and Its Relevance to Islamic Education in the 21st Century: A Systematic Literature Review
Abstract
The digital transformation of education and the shift toward student-centered learning in the twenty-first century have precipitated a crisis of academic ethics, marked by waning respect for educators and a movement of teacher-student relations from a spiritual character toward a transactional one. Research that explicitly confronts classical academic ethics with concrete patterns of digital communication remains scarce. This study describes the construction of academic ethics in the thought of K.H. Hasyim Asy'ari as set out in Adabul 'Alim wal Muta'allim, analyzes its relevance for educator-learner relations in the digital era, and formulates a conceptual synthesis intended as a reflective reference for practitioners. Employing a systematic review of reviews reported in accordance with PRISMA 2020, the study examines the primary text with eight studies selected through systematic screening of 6,052 records retrieved from seven databases for the period 2021 to 2026, analyzed through narrative synthesis and thematic analysis. The findings show that academic ethics in Hasyim Asy'ari's thought constitutes an epistemological and spiritual framework resting on three pillars: sincerity of intention (ikhlas), compassion (rahmah), and authority grounded in exemplary conduct (haibah). Comparison with al-Zarnuji's Ta'lim al-Muta'allim indicates that Adabul 'Alim wal Muta'allim formulates ethical responsibility reciprocally rather than unilaterally. Reconstruction appropriate for digital natives lies not in literally transplanting the hierarchical structures of the classical pesantren, but in translating its substantive values into concrete practice and integrating them into the Islamic Religious Education curriculum, positioning the teacher as a murabbi whose role artificial intelligence cannot replace.
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