INTEGRASI KESEHATAN MENTAL DAN KECERDASAN EMOSIONAL DALAM PEMBELAJARAN PENDIDIKAN ISLAM: KAJIAN TEORETIS DAN IMPLIKASI PEDAGOGIS
Abstract
Abtrak
Kesehatan mental peserta didik menjadi isu penting dalam pendidikan karena tekanan akademik, paparan digital, dinamika relasi sosial, dan perubahan perkembangan dapat memengaruhi keterlibatan, kesejahteraan, serta kebermaknaan belajar. Penelitian ini bertujuan menganalisis hubungan konseptual antara kesehatan mental, kecerdasan emosional, dan Pendidikan Islam serta merumuskan implikasi pedagogis yang dapat diterapkan guru tanpa mengambil alih peran tenaga kesehatan mental profesional. Penelitian menggunakan pendekatan kualitatif dengan desain tinjauan literatur integratif terhadap artikel jurnal, buku akademik, bab buku, dan laporan lembaga kredibel yang diterbitkan pada 2016–2026. Literatur ditelusuri melalui kata kunci kesehatan mental, kecerdasan emosional, pembelajaran sosial-emosional, psikologi Islam, kesejahteraan psikologis, dan Pendidikan Islam. Sumber diseleksi berdasarkan relevansi, kredibilitas, ketersediaan teks lengkap, serta keterkaitannya dengan peserta didik, pendidik, kurikulum, dan proses pembelajaran. Data dianalisis menggunakan analisis isi kualitatif dan analisis tematik melalui pengodean, pengelompokan kategori, penentuan tema, peninjauan tema, dan sintesis konseptual. Hasil kajian menunjukkan bahwa kesehatan mental tidak hanya berarti ketiadaan gangguan, tetapi mencakup kemampuan mengenali emosi, mengelola tekanan, membangun relasi sehat, belajar secara produktif, dan menemukan makna hidup. Kecerdasan emosional berfungsi sebagai mekanisme protektif dan pedagogis melalui kesadaran diri, pengaturan diri, empati, keterampilan relasional, dan pengambilan keputusan bertanggung jawab. Dalam Pendidikan Islam, kompetensi tersebut memperoleh orientasi etik-spiritual melalui muhasabah, sabar, rahmah, amanah, tawakal, dan adab. Penelitian ini menawarkan kerangka integratif berupa pemeriksaan emosi, refleksi nilai, latihan regulasi emosi, dialog empatik, pembelajaran kolaboratif, penciptaan kelas aman, dan sistem rujukan profesional. Integrasi ini mendukung pembelajaran yang humanis, religius, inklusif, dan responsif terhadap kebutuhan psikologis peserta didik serta memperkuat perkembangan intelektual, sosial, moral, dan spiritual mereka.
Kata kunci: Kesehatan Mental; Kecerdasan Emosional; Pendidikan Islam; Pembelajaran; Pedagogi Humanis
Abstract
Students’ mental health has become an educational concern because academic pressure, digital exposure, social relationships, and developmental transitions can affect engagement, well-being, and learning. This study aims to analyze the relationship between mental health, emotional intelligence, and Islamic education and to formulate pedagogical implications that teachers can apply without assuming the clinical role of mental health professionals. The study employs a qualitative approach using an integrative literature review of journal articles, academic books, book chapters, and reports published by institutions between 2016 and 2026. Literature was identified through keywords related to mental health, emotional intelligence, social-emotional learning, Islamic psychology, psychological well-being, and Islamic education. Sources were selected according to relevance, credibility, full-text availability, and their connection to students, teachers, curricula, and learning processes. Data were analyzed through content analysis and thematic analysis involving coding, category development, theme identification, theme review, and conceptual synthesis. The findings indicate that mental health in education should not be understood merely as the absence of disorders, but as the capacity to recognize emotions, manage pressure, establish healthy relationships, learn productively, and construct meaning. Emotional intelligence functions as a protective and pedagogical mechanism through self-awareness, self-regulation, empathy, relationship skills, and responsible decision-making. Within Islamic education, these competencies gain ethical and spiritual direction through muhasabah, patience, compassion, trustworthiness, reliance on God, and adab. The study proposes an integrative framework encompassing emotional check-ins, value reflection, emotion-regulation exercises, empathetic dialogue, collaborative learning, safe classrooms, and professional referral systems. This integration supports humanistic, religious, inclusive, and psychologically responsive Islamic education.
Keywords: Mental Health; Emotional Intelligence; Islamic Education; Learning; Humanistic PedagogyFull Text:
UntitledReferences
DAFTAR PUSTAKA
Academic, C., Social, & Learning, E. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? CASEL.
Agbaria, A. (2024). Education for Religion: An Islamic Perspective. Religions, 15(3), 309. https://doi.org/10.3390/rel15030309
Ali, M. U., Wathoni, H., & Muslim, M. (2023). Exploring the impact of Islamic education philosophy on emotional intelligence development in Muslim students. Nadwa: Jurnal Pendidikan Islam, 17(1). https://doi.org/10.21580/nw.2023.17.1.17066
Alimni, A., Amin, A., & Kurniawan, D. A. (2022). The role of Islamic education teachers in fostering students’ emotional intelligence. International Journal of Evaluation and Research in Education (IJERE), 11(4), 1881. https://doi.org/10.11591/ijere.v11i4.22116
Al-Karam, C. Y. (Ed.). (2018). Islamically integrated psychotherapy: Uniting faith and professional practice. Templeton Press.
Alkouatli, C. (2018). Pedagogies in Becoming Muslim: Contemporary Insights from Islamic Traditions on Teaching, Learning, and Developing. Religions, 9(11), 367. https://doi.org/10.3390/rel9110367
Álvarez, S. N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. Journal of Happiness Studies, 17, 1463–1481. https://doi.org/10.1007/s10902-015-9649-0
Anwar, Md. A., Gani, Aa. M. O., & Rahman, M. S. (2020). Effects of spiritual intelligence from Islamic perspective on emotional intelligence. Journal of Islamic Accounting and Business Research, 11(1), 216–232. https://doi.org/10.1108/JIABR-10-2016-0123
Anwar, S., Sukisno, S., Waston, W., Nirwana, A., Utami, Y., Reistanti, A. P., Nurhartanto, A., & Muthoifin, M. (2024). Development of the concept of Islamic education to build and improve the personality of school-age children. Multidisciplinary Reviews, 7(8), 2024139. https://doi.org/10.31893/multirev.2024139
Aprianda, A. (2021). The effect of emotional intelligence on students’ Islamic education learning outcomes. Tarbawi: Jurnal Ilmu Pendidikan, 17(1). https://doi.org/10.32939/tarbawi.v17i1.1000
Bey, A. Z., Fouad Bounama, & Popoola Kareem Hamed. (2024). QUR’ANIC EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIPS WITH ACADEMIC ACHIEVEMENT OF UNDERGRADUATE STUDENTS AT AL-MADINAH INTERNATIONAL UNIVERSITY IN MALAYSIA. Hamdard Islamicus, 47(2), 61–87. https://doi.org/10.57144/hi.v47i2.648
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), 185727. https://doi.org/10.1001/jamanetworkopen.2018.5727
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
Cai, L., & Lin, M. (2025). Integrating Mental Health Education with Ideological and Moral Teaching: International Journal of Healthcare Information Systems and Informatics, 20(1), 1–23. https://doi.org/10.4018/IJHISI.384592
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Ponnock, A., Chow, J. C., & Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968
Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development. Sustainability, 13(4), 1721. https://doi.org/10.3390/su13041721
Haryanto, S., Sukawi, S., & Muslih, M. (2025). Uniting Tradition and Modernity: Scientific Paradigms of Pesantren-Based Universities. Nazhruna: Jurnal Pendidikan Islam, 7(3), 684–704. https://doi.org/10.31538/nzh.v7i3.48
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Ibdalsyah, I., Maemunah Sa’diyah, Abdu Rahmat Rosyadi, Putri Ria Angelina, & Naskiyah. (2023). Navigating the Digital Realm: The Impact of Social Media on Mental Health and Spiritual Intelligence in Islamic Educational Settings. Jurnal Pendidikan Islam, 12(1), 97–109. https://doi.org/10.14421/jpi.2023.121.97-109
Iskandar, I., Abu Bakar, A. Y., Defrianti, D., & Setiawan, M. E. (2024). Emotion regulation and gender as the key predictors of academic stress among STEM students in Islamic universities. Cogent Psychology, 11(1), 2406640. https://doi.org/10.1080/23311908.2024.2406640
Islamic, G., Supriyono, Ishaq, M., & Dayati, U. (2023). Character education through philosophical values in traditional Islamic boarding schools. Kasetsart Journal of Social Sciences, 45(1). https://doi.org/10.34044/j.kjss.2024.45.1.04
Jenuri, Faqihuddin, A., Suresman, E., Abdullah, M., & Fahrudin. (2025). Overcoming the spiritual emptiness of students in the modern era through the integration of Al-Ghazali’s human concepts in the Islamic religious education learning model. Cogent Education, 12(1), 2497147. https://doi.org/10.1080/2331186X.2025.2497147
Kadis, K., Imron, A., Mustiningsih, M., & Sumarsono, R. B. (2024). Trends and insights on multiple intelligences in Islamic schools: A bibliometric analysis. Journal of Education, (93), 89–119. https://doi.org/10.17159/2520-9868/i93a05
Kazemi, S. M., Yaghoubimamaghani, N., & Mahamid, F. (2026). The association between self-knowledge from Islamic perspective and mental health among Iranian female students. Journal of Ethnicity in Substance Abuse, 25(2), 611–627. https://doi.org/10.1080/15332640.2024.2394902
Keshavarzi, H., Khan, F., Ali, B., & Awaad, R. (2020). Applying Islamic principles to clinical mental health care: Introducing traditional Islamically integrated psychotherapy. Routledge.
Khaiyom, A. J. H., Ariffin, T. A. H., & Rosli, M. A. N. (2022). Islam, Iman, and Ihsan: The Role of Religiosity on Quality of Life and Mental Health of Muslim Undergraduate Students in Islamic University. IIUM Medical Journal Malaysia, 21(3). https://doi.org/10.31436/imjm.v21i3.2047
Kleib, M., Arnaert, A., Nagle, L. M., Ali, S., Idrees, S., Costa, D. D., Kennedy, M., & Darko, E. M. (2024). Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review. JMIR Nursing, 7, e58170. https://doi.org/10.2196/58170
Lubis, R. M., Suryani, I., Syahputra, A., & Sahila, W. (2023). The importance of Islamic education for the mental health of youth in using social media. Nazhruna: Jurnal Pendidikan Islam, 6(1), 88–103. https://doi.org/10.31538/nzh.v6i1.2703
Ma`arif, M. A., Rofiq, M. H., & Sirojuddin, A. (2022). Implementing Learning Strategies for Moderate Islamic Religious Education in Islamic Higher Education. Jurnal Pendidikan Islam, 8(1), 75–86. https://doi.org/10.15575/jpi.v8i1.19037
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Maktar, A., Mohamed Sidik, M. S., Yahya, F., & Awang, A. (2026). Self-compassion from an Islamic lens: Fostering mental well-being. Journal of Spirituality in Mental Health, 28(1), 53–78. https://doi.org/10.1080/19349637.2025.2473048
Mansir, F., & Karim, A. (2020). Islamic education learning approaches in shaping students’ emotional intelligence in the digital age. Hayula: Indonesian Journal of Multidisciplinary Islamic Studies, 4(1), 67–86. https://doi.org/10.21009/004.01.04
Mayring, P. (2021). Qualitative content analysis: A step-by-step guide. SAGE Publications.
Memon, N. A., Abdalla, M., & Chown, D. (2024). Laying Foundations for Islamic Teacher Education. Education Sciences, 14(10), 1046. https://doi.org/10.3390/educsci14101046
Mitha, K. (2020). Conceptualising and addressing mental disorders amongst Muslim communities: Approaches from the Islamic Golden Age. Transcultural Psychiatry, 57(6), 763–774. https://doi.org/10.1177/1363461520962603
Mohd, S. J., Mohaiyuddin, N., Nasir, M. B., Aziz, M. S. M. A., & Khairi, M. O. (2024). Adolescent Mental Health Interventions: A Review of Psychological and an Islamic Approach. Global Journal Al-Thaqafah, 14(1), 50–61. https://doi.org/10.7187/GJAT072024-4
Munif, B., Poeranto, S., & Utami, Y. W. (2019). Effects of Islamic Spiritual Mindfulness on Stress among Nursing Students. Nurse Media Journal of Nursing, 9(1), 69. https://doi.org/10.14710/nmjn.v9i1.22253
Naumi, R., Suriana, S., & Nazila, U. (2025). Transformation of Islamic Religious Education (PAI) Learning through an Emotional Approach. ISTIFHAM: Journal Of Islamic Studies, 28–38. https://doi.org/10.71039/istifham.v3i1.96
OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills 2019. OECD. https://doi.org/10.1787/92a11084-en
Rassool, G. H. (2016). Islamic counselling: An introduction to theory and practice. Routledge.
Rohman, A. (2024). EMOTIONAL INTELLIGENCE EDUCATION VERSION OF THE QUR’AN. An-Nahdlah: Journal of Islamic Studies, 1(1), 24–36. https://doi.org/10.62261/annahdlah.v1i1.1
Rosmalina, A., Elrahman, H., Handayani, H., & Affendi, H. (2023). Islamic mental health education for adolescents in the digital era. International Journal of Educational Qualitative Quantitative Research, 2(1). https://doi.org/10.58418/ijeqqr.v2i1.39
Rothman, A. (2021). Developing a model of Islamic psychology and psychotherapy: Islamic theology and contemporary understandings of psychology. Routledge.
Rothman, A., & Coyle, A. (2018). Toward a framework for Islamic psychology and psychotherapy: An Islamic model of the soul. Journal of Religion and Health, 57(5), 1731–1744. https://doi.org/10.1007/s10943-018-0651-x
Rozalina, E. Y., Yudhi Munadi, Tutik Khoirunisa, Mohd Farhan Md. Ariffin, & Ibrahim Adham Mohd Rokhibi. (2025). Mental Health in the Digital Era: A Phenomenological Study of Islamic Religious Teachers in Indonesia. Global Journal Al-Thaqafah, 108–118. https://doi.org/10.7187/GJATSI122025-8
Sahin, A. (2018). Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education. Religions, 9(11), 335. https://doi.org/10.3390/rel9110335
Sánchez-Álvarez, N., Berrios Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Frontiers in Psychology, 11, 1517. https://doi.org/10.3389/fpsyg.2020.01517
Sutiono, S. (2024). HUMANBEINGS IN ISLAM AND THEIR IMPLICATIONS IN EDUCATION. Al-Risalah, 15(2), 606–620. https://doi.org/10.34005/alrisalah.v15i2.3829
Suyatno, S., Wantini, W., Sukiman, S., & Rachmawati, Y. (2022). Progressive Islamic Education: Bridging the Gap of Islam, Indonesianness, and Modernity. The Qualitative Report. https://doi.org/10.46743/2160-3715/2022.4782
Taufik, M. (2020). STRATEGIC ROLE OF ISLAMIC RELIGIOUS EDUCATION IN STRENGTHENING CHARACTER EDUCATION IN THE ERA OF INDUSTRIAL REVOLUTION 4.0. Jurnal Ilmiah Islam Futura, 20(1), 86. https://doi.org/10.22373/jiif.v20i1.5797
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Toronto, C. E., & Remington, R. (Eds.). (2020). A Step-by-Step Guide to Conducting an Integrative Review. Springer International Publishing. https://doi.org/10.1007/978-3-030-37504-1
Umar, M., Ismail, F., Rahmi, S., & Arifin, Z. (2024). Transforming of Moderate Character Education in Islamic Educational Institutions. Nazhruna: Jurnal Pendidikan Islam, 7(1), 171–188. https://doi.org/10.31538/nzh.v7i1.4168
UNICEF. (2021). The state of the world’s children 2021: On my mind—Promoting, protecting and caring for children’s mental health. United Nations Children’s Fund.
UNICEF. (2024). Indonesia adolescent health profile 2024. United Nations Children’s Fund.
Wahab, M. Ab. (2022). Islamic Spiritual and Emotional Intelligence and Its Relationship to Eternal Happiness: A Conceptual Paper. Journal of Religion and Health, 61(6), 4783–4806. https://doi.org/10.1007/s10943-021-01485-2
WHO. (2022). World mental health report: Transforming mental health for all. World Health Organization.
WHO. (2025). Mental health of adolescents. World Health Organization.
Wijaya, I. S., Tahir, M., Armella, R., & Abdi, A. M. (2025). The Role of Spiritual Intelligence in Developing Individual Emotional Intelligence In Interacting Based on An Islamic Perspective. Pharos Journal of Theology, (106.3). https://doi.org/10.46222/pharosjot.106.301
Wijaya, I. S., Tahir, M., Saputranur, & Handari, S. (2024). The Role of Piety (Taqwa) and Gratitude (Syukur) in Islam on Human Emotional Intelligence. Pharos Journal of Theology, (105(2)). https://doi.org/10.46222/pharosjot.105.24
Yanuarti, E., Aryati, A., & Jaya, R. P. (2025). The role of teachers’ emotional intelligence in Islamic religious education to enhance student quality at vocational high school. AL-ISHLAH: Jurnal Pendidikan, 17(4), 5935–5949. https://doi.org/10.35445/alishlah.v17i4.6034
DOI: http://dx.doi.org/10.47006/attazakki.v10i1.31249
Refbacks
- There are currently no refbacks.