Islamic Education Institution Programs That Address the Psychosocial Crises of Stude
Abstract
Islamic education institutions must have programs that can answer the psychosocial crises of students. In such institutions, these programs are arranged based on Islamic paradigms and values. Furthermore, these programs are operationally supported by the availability and capacity of teachers, the facilities and infrastructure, education funding, curriculum structure, learning strategies, educational supervision, counselling guidance, and family or community support. The purpose of this study was to investigate the programs of Islamic education institutions in overcoming the psychosocial crises of students. The author conducted a literature review. The results indicated that the main strength of Islamic education institutions in implementing programs to overcome the psychosocial crises of students is a comprehensive understanding of the psychological growth and development of students from the perspective of Islamic paradigms and values. Besides, this program must be supported by teachers who are skilled in implementing counselling guidance, with simultaneous supervision of educational institutions, and parental or family support. The programs used in addressing the psychosocial crises of students in Islamic educational institutions focus on good advice (mau’izhah hasanah), exemplary behavior (uswatun hasanah), practice to do one’s best (ihsan), do good earlier (fastabiqul khairat), help each other in doing good (ta’awun), sholat and du‘a. Based on the results of this study, it can be concluded that Islamic education institutions that have programs that answer the psychosocial problems of students will continue to exist and succeed in preparing tough generations in the future, especially in crises.
Keywords: Islamic education institutions, psychosocial crisis, students
References
[1] C. H. Liu dan S. N. Doan, “Psychosocial Stress Contagion in Children and Families During the COVID-19 Pandemic,” Clinical Pediatrics, vol. 59, no. 9–10, hlm. 853–855, 2020, doi: 10.1177/0009922820927044.
[2] W. A. Prodjo, “Saat Covid-19, Dukungan Psikososial Anak Penting Diberikan,” Kompas, Jakarta, 2020.
[3] M. Song, “Psychological stress responses to COVID-19 and adaptive strategies in China,” World Development, no. January, hlm. 1–2, 2020, doi: https://doi.org/10.1016/j.worlddev.2020.105107.
[4] S. A. McLeod, “Erikson ’ s stages of psychosocial development,” Simply Psychology, no. 1959, hlm. 1–12, 2018.
[5] H. Qudsy, Optimalisasi Pendidikan Anak Usia Dini Melalui Pembelajaran yang Berbasis Perkembangan Otak. Yogyakarta: Universitas Gajah Mada, 2010.
[6] Suhendri, “Dimensi-Dimensi Manusia Menurut Alquran,” Sabilarrasyad, vol. 3, no. 2, hlm. 14–26, 2018.
[7] M. Harahap, “Esensi peserta didik dalam perspektif pendidikan Islam,” vol. 1, no. 113, hlm. 140–155, 2016.
[8] Ramayulis, Ilmu Pendidikan Islam. Jakarta: Kalam Mulia, 2006.
[9] S. J.G. dkk., “Development of an Institutional Opioid Prescriber Education Program and Opioid-Prescribing Guidelines: Impact on Prescribing Practices,” Journal of Bone and Joint Surgery - American Volume, vol. 101, no. 1, hlm. 5–13, 2019, doi: 10.2106/JBJS.17.01645 LK.
[10] Muhaimin, Pengembangan Kurikulum Pendidikan Agama Islam di Sekolah, Madrasah, dan Perguruan Tinggi, 1 ed. Jakarta: RajaGrafindo Perkasa, 2005.
[11] A. V. Chisingui dan N. Costa, “Teacher education and sustainable development goals: A case study with future biology teachers in an angolan higher education institution,” Sustainability (Switzerland), vol. 12, no. 8, 2020, doi: 10.3390/SU12083344.
[12] V. Piterska, O. Lohinov, dan L. Lohinova, “Portfolio Method of Scientific Activity Management of Higher Education Institutions,” Innovative Technologies and Scientific Solutions for Industries, vol. 0, no. 2 (8), hlm. 86–96, 2019, doi: 10.30837/2522-9818.2019.8.086.
[13] G. Yule, Pragmatics. Oxford: Oxford University Press, 1996.
[14] C. Q. Quitevis, F. D. Lopez, dan I. Binay-an, “Tracking the Alumni of the Graduate School in a Philippine Higher Education Institution,” vol. 7, no. 3, hlm. 65–71, 2019.
[15] E. E. Akins dkk., “Sustainability education and organizational change: A critical case study of barriers and change drivers at a higher education institution,” Sustainability (Switzerland), vol. 11, no. 2, 2019, doi: 10.3390/su11020501.
[16] G. M. Sapungan dan R. M. Sapungan, “Parental Involvement in Child’s Education: Importan ce, Barriers and Benefits,” Asian Journal of Management Sciences & Education Vol. 3(2) April 2014, vol. 3, no. April, hlm. 42–48, 2014.
[17] R. M. Khan, M. Bushra, dan I. Chohan, “Impact of Parental Support on the Academic Performance and Self Concept of the Student,” Journal of Research and Reflections, vol. 4, no. 1, hlm. 14–26, 2010.
[18] M. Q. Shihab, Tafsir Al-Mishbah: Pesan, Kesan, dan Keserasian Alquran. Jakarta: Lentera Hati, 2002.
[19] S. M. Amin, Ilmu Dakwah. Jakarta: Amzah, 2009.
[20] Munir, Metode Dakwah. Jakarta: Kencana, 2006.
[21] G. Leech, Principle of Pragmatics. London: Longman, 1991.
[22] K. Rajab, Agama Kebahagiaan: Energi Positif Iman,Islam dan Ihsan untuk Menjaga Kesehatan Psikologi dan Melahirkan Kepribadian Qur’ani. Yogyakarta: Pustaka Pesantren, 2013.
[23] Mubasyaroh, “Pendekatan Psikoterapi Islam dan Konseling Sufistik Dalam Menangani Masalah Kejiwaan,” KONSELING RELIGI Jurnal Bimbingan Konseling Islam, vol. 8, no. 1, hlm. 193–210, 2017.
[24] K. Rajab, “Methodology of Islamic psychotherapy in Islamic boarding school Suryalaya Tasik Malaya,” Indonesian Journal of Islam and Muslim Societies, vol. 4, no. 2, hlm. 257–289, 2014, doi: 10.18326/ijims.v4i2.257-289.
[25] N. Trimulyaningsih, “Qualitative Research on Islamic Psychotherapy: A Metasynthesis Study in Indonesia,” COUNS-EDU: The International Journal of Counseling and Education, vol. 2, no. 3, hlm. 119–130, 2017, doi: 10.23916/002017025630.