Analisis Kebijakan Lazada dalam Melindungi Konsumen Ditinjau dari Perspektif Hukum Islam dan Hukum Positif

  • Rahma Nur Fitri Institut Agama Islam Al-Zaytun Indonesia
Keywords: Lazada, Consumer Protection, Islamic Law, Positive Law, E-Commerce.

Abstract

This research is motivated by the increasing number of e-commerce transactions in Indonesia, which brings both convenience and risks to consumers, such as fraud, mismatched products, and personal data leaks. Lazada, as one of the largest e-commerce platforms in Southeast Asia, has implemented various consumer protection policies. This study aims to analyze Lazada’s policies in protecting consumers, examine their compliance with Islamic economic law, and assess their implementation within the framework of Indonesia’s positive law.

This research uses a normative juridical method with a qualitative approach. Data were collected through literature studies, observation, and interviews with six respondents who are students of IAI AL-AZIS and users of Lazada. Data analysis was conducted descriptively and analytically by linking policy theory, consumer protection law, and Islamic muamalah principles.

The results of the study indicate that Lazada’s policies include return mechanisms, refunds, product authenticity guarantees, personal data protection, as well as complaint and dispute resolution systems. From the perspective of Islamic law, these policies align with the principles of justice, trustworthiness, and the prohibition of gharar, although strict supervision of third-party sellers is still necessary. From the standpoint of positive law, Lazada’s policies are in accordance with Law Number 8 of 1999 concerning Consumer Protection, but their implementation still needs to be strengthened to ensure consistency in the digital sphere.

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Published
2025-12-04
How to Cite
Rahma Nur Fitri. (2025). Analisis Kebijakan Lazada dalam Melindungi Konsumen Ditinjau dari Perspektif Hukum Islam dan Hukum Positif. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 11(04), 340 - 348. https://doi.org/10.36989/didaktik.v11i04.9162