Distance Education and the Educational Responsibilities of Children in Muslim Families: An Islamic Family Law Perspective

Abstract

The global shift in education systems following the pandemic has accelerated the implementation of Distance Learning (PJJ), significantly impacting the structure and responsibilities of education within Muslim families. This study aims to examine the shifting educational roles in Muslim households during the PJJ era and to reinterpret the position of Islamic Family Law in addressing these changes. Utilizing the Maʿnā-cum-Maghzā approach alongside Hadith methodology, the research explores the historical meaning and develops the dynamic significance of Qur'anic verses and prophetic traditions on education. The analysis follows five historical steps (linguistic analysis, intra/intertextuality, historical context, and reconstruction of meaning) and four dynamic phases (categorizing verses, recontextualization, symbolic interpretation, and interdisciplinary integration). The findings highlight that Islamic Family Law places parents as the primary educators of children, a role increasingly vital in the digital age. Contextual interpretation through Maʿnā-cum-Maghzā demonstrates that Islamic value-based digital education can be developed adaptively and transformatively. The study concludes with a call to strengthen the role of parents as “digital mujtahids” to ensure the sustainability of Islamic values in the upbringing of children in a globalized and digital world.