Principles of Honesty in Educational Evaluation: A Prophetic Hadith Perspective
Abstract
The global crisis of academic integrity and the dominance of secular-psychometric evaluation paradigms have distorted the fundamental goals of education, marginalizing its theological foundations. Addressing the gap in specific normative-theological studies regarding educational assessment, this research aims to reconstruct the ethical framework of evaluation through a thematic hadith (maudhu'i) approach. Employing a qualitative library research design, primary data were extracted from the Kutub al-Sittah using strict inclusion criteria regarding the terms ṣidq (honesty), amānah (trustworthiness), and kizb (falsehood). Data analysis was systematically conducted through transcendental reduction, thematic display, and logical deduction, verified using classical commentaries (syarah) and the lens of Maqashid al-Shari'ah. The findings formulate four operational dimensions of honesty: (1) psychologically, ṣidq fosters tuma'ninah (peace of mind) as a coping mechanism against academic distress; (2) professionally, evaluation acts as an Amanah Ilmiah (scientific trust) where grade manipulation is condemned as fujur (transgression); (3) morally, enforcing honesty mitigates the mentality of moral hypocrisy (nifaq amali); and (4) theologically, honest evaluation practices facilitate the elevation to a higher spiritual rank (Maqām Şiddīqiyyah). The study concludes that honesty in educational evaluation transcends administrative compliance, serving as a profound spiritual accountability instrument. Reintegrating this prophetic ethic is imperative to restore the role of evaluation in cultivating the insan kamil (perfect human).
Keywords: Educational Evaluation, Academic Integrity, Thematic Hadith, Maqashid al-Shari'ah, Islamic Education
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DOI: https://doi.org/10.17509/tk.v24i1.86111
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