Gender-Fair Professional Work Ethics From The Perspective of Qur'an Interpretation: Integrity of The Values of Al-Adl, Al-Karamah and Al-Amanah in The World of Education

Abstrak

This study seeks to formulate a Qur’an-based framework for gender-equitable professional ethics by examining three fundamental moral principles: al-‘adl (justice), al-karamah (human dignity), and al-amanah (trustworthiness). The research responds to the continuing presence of gender-based disparities within educational employment structures, particularly those that affect the recognition, professional authority, and social status of female teachers. Such disparities indicate the need for an ethical framework capable of integrating professional standards with principles of equality and human dignity. Using a qualitative and contextual hermeneutical approach, this study applies the thematic interpretation (tafsir mawdhu‘i) method to examine Qur’anic verses associated with justice, dignity, and responsibility. The interpretation is further developed through Fazlur Rahman’s double movement theory, which facilitates the movement between the historical meaning of revelation and its application to contemporary social realities. The findings indicate that al-‘adl provides an ethical foundation for promoting structural fairness, equal opportunities, and merit-based recognition within educational institutions. Meanwhile, al-karamah emphasizes the intrinsic dignity, intellectual capacity, and professional potential of female teachers, thereby challenging practices that reduce their status or opportunities because of gender. The principle of al-amanah further establishes professional integrity, accountability, and moral responsibility as essential elements in carrying out educational duties. When these three principles are integrated, they generate a Qur’anic model of professional ethics that simultaneously emphasizes competence, justice, human dignity, and gender equality. This framework demonstrates that Qur’anic ethical values can provide a normative basis for responding to contemporary inequalities in educational institutions. The study therefore contributes to the development of socially oriented Qur’anic interpretation while offering conceptual foundations for Islamic educational policies that promote inclusion, professional equality, and gender justice.