ISLAMIC EDUCATION AND SCHOOL WELL-BEING FOR ADOLESCENTS DURING THE COVID-19 PANDEMIC

Hafizh Zain Abdillah; Abd. Madjid

doi:10.55047/jrpp.v3i1.614

Authors

Hafizh Zain Abdillah Program Doktor Psikologi Pendidikan Islam, Universitas Muhammadiyah Yogyakarta, Indonesia
Abd. Madjid* Program Doktor Psikologi Pendidikan Islam, Universitas Muhammadiyah Yogyakarta, Indonesia

DOI:

https://doi.org/10.55047/jrpp.v3i1.614

Keywords:

Adolescent, Covid-19 Pandemic, Islamic Education, School Well-Being

Abstract

This article aims to explore the impact of Islamic education on the well-being of adolescents amidst the Covid-19 pandemic. The main focus is to shed light on how Islamic education can enhance school well-being for adolescents during these challenging times. The methodology employed in this article involves a comprehensive literature review. The findings highlight the positive effect of Islamic education in boosting the well-being of adolescents in the midst of the Covid-19 pandemic. It is crucial to emphasize the importance of implementing Islamic education to elevate students' school well-being. The implications of this study are anticipated to offer valuable insights for the advancement of Islamic education, particularly in the realm of Islamic psychology, as a viable solution to enhance school well-being among adolescents during the Covid-19 pandemic.

References

(Drs.), Achmadi. (2005). Ideologi pendidikan Islam: paradigma humanisme teosentris. Pustaka Pelajar.

AMIN, S. (2014). Writing a Literature Review Research Paper: A step-by-step approach. International Journal of Basic & Appllied Science, 3(1), 47–56.

Bornstein, M. H., Davidson, L., Keyes, C. L. M., & Moore, K. A. (2003). Well-being: Positive development across the life course. Psychology Press.

De Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E. S., Giestal-de-Araujo, E., Dos Santos, A. A., & Bomfim, P. O.-S. (2021). COVID-19 pandemic impact on children and adolescents’ mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, 110171.

Derajat, Z. (1995). Pendidikan Islam Keluarga dan Sekolah. Bandung: PT Remaja Rosdakarya.

Dragun, R., Veček, N. N., Marendić, M., Pribisalić, A., Đivić, G., Cena, H., Polašek, O., & Kolčić, I. (2020). Have lifestyle habits and psychological well-being changed among adolescents and medical students due to COVID-19 lockdown in Croatia? Nutrients, 13(1), 97.

Fitria, L., & Ifdil, I. (2020). Kecemasan remaja pada masa pandemi Covid-19. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 6(1), 1–4.

Hjern, A., Alfven, G., & Östberg, V. (2008). School stressors, psychological complaints and psychosomatic pain. Acta Paediatrica, 97(1), 112–117.

Horesh, D., & Brown, A. D. (2020). Traumatic stress in the age of COVID-19: A call to close critical gaps and adapt to new realities. Psychological Trauma: Theory, Research, Practice, and Policy, 12(4), 331.

Hurlock, E. B. (1997). Psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan.

Ifdil, I., Fadli, R. P., Suranata, K., Zola, N., & Ardi, Z. (2020). Online mental health services in Indonesia during the COVID-19 outbreak. Asian Journal of Psychiatry, 51, 102153.

Imran, N., Zeshan, M., & Pervaiz, Z. (2020). Mental health considerations for children & adolescents in COVID-19 Pandemic. Pakistan Journal of Medical Sciences, 36(Covid19-S4), S67.

Khatimah, H. (2015). Gambaran school well-being pada peserta didik program kelas akselerasi di SMA Negeri 8 Yogyakarta. Psikopedagogia Jurnal Bimbingan Dan Konseling, 4(1), 20.

Konu, A., & Rimpelä, M. (2002). Well-being in schools: a conceptual model. Health Promotion International, 17(1), 79–87.

Mahfud, R. (2011). Al-Islam: Pendidikan Agama Islam. Penerbit Erlangga.

Mappasiara, M. (2018). Pendidikan Islam (Pengertian, Ruang Lingkup Dan Epistemologinya). Inspiratif Pendidikan, 7(1), 147.

Mustakim, M., Rouzi, K. S., & Tumin, T. (2021). Spiritualization of child education in the qur’anic sufism perspective in the Covid-19 era. International Journal of Islamic Educational Psychology, 2(1), 53–66.

Okoli, C., & Schabram, K. (2015). A guide to conducting a systematic literature review of information systems research.

Organization, W. H. (2007). Promoting physical activity in schools: an important element of a health-promoting school.

Patrick, H., & Drake, B. M. (2009). Middle school. The Gale Group. Inc: http://www.education.com/reference/article/schooltransitions/.

Saladino, V., Algeri, D., & Auriemma, V. (2020). The psychological and social impact of Covid-19: new perspectives of well-being. Frontiers in Psychology, 11, 577684.

Santrock, J. W. (2012). Life Span Development Edisi Ketiga Belas Jilid 1, terj. Benedictine Widyasinta. Jakarta: Penerbit Erlangga.

Soutter, A. K., O’Steen, B., & Gilmore, A. (2014). The student well-being model: A conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth, 19(4), 496–520.

Sukmadinata, N. S. (2019). Landasan psikologi proses pendidikan.

Syah, M. (2007). Psikologi pendidikan. Bandung: PT. Remaja Rosda Karya.

Tajab, M., Madjid, A., & Hidayati, M. (2019). Psychology of patience in al-MisbĀh exegesis. Humanities & Social Sciences Reviews, 7(5), 1221–1230.

Wiguna, T., Anindyajati, G., Kaligis, F., Hanafi, E., Murtani, B. J., & Pradana, K. (2020). Brief research report on adolescent mental well-being and school closures during the COVID-19 pandemic in Indonesia. Frontiers in Psychiatry, 11, 598756.

Wu, A. W., Connors, C., & Everly Jr, G. S. (2020). COVID-19: peer support and crisis communication strategies to promote institutional resilience. In Annals of internal medicine (Vol. 172, Issue 12, pp. 822–823). American College of Physicians.