Ethics of Science in Al-Ghazali's View of the Phenomenon of Student Assignment Jocks

Abstract

This study analyzes the use of assignment jockey services among university students from the perspective of al-Ghazali’s ethics of knowledge, particularly concerning intention, honesty, moral responsibility, and spirituality in learning. A qualitative phenomenological approach was employed. Data were collected through semi-structured interviews, participant observation, and documentation, then analyzed thematically through data reduction, data presentation, and conclusion drawing. The findings show that students’ use of assignment jockey services is driven by time constraints, academic pressure, low self-confidence, grade orientation, social pressure, and the economic motives of service providers. From al-Ghazali’s perspective, this practice reflects distorted intentions, weakened honesty, loss of the spiritual meaning of learning, and misuse of knowledge. The study concludes that strengthening academic integrity cannot rely solely on sanctions; it also requires cultivating proper learning ethics, expanding lecturers’ roles as moral educators, implementing process-based assessment, providing academic support, and strengthening muraqabah and students’ moral responsibility within Islamic higher education.