REVITALISASI SOCIAL EMOTIONAL LEARNING (SEL) DALAM PENDIDIKAN ISLAM: INTEGRASI PENDEKATAN HOLISTIK UNTUK KEBAHAGIAAN DAN KETAHANAN MENTAL SISWA
DOI:
https://doi.org/10.30651/sr.v9i02.26137Abstrak
Penelitian ini bertujuan untuk merevitalisasi konsep Social Emotional Learning (SEL) dalam pendidikan Islam melalui pendekatan holistik yang mengintegrasikan nilai-nilai spiritual, sosial, dan emosional. Penelitian ini dilatarbelakangi oleh meningkatnya isu kesehatan mental dan krisis kebahagiaan di kalangan siswa, serta kesenjangan antara pendekatan SEL sekuler dengan dimensi spiritual pendidikan Islam. Metode penelitian yang digunakan adalah studi kepustakaan dengan analisis isi untuk menelaah literatur terkait SEL, pendidikan Islam, pendekatan holistik, serta konsep kebahagiaan dan ketahanan mental siswa. Hasil penelitian menunjukkan bahwa revitalisasi SEL dalam pendidikan Islam dapat dilakukan dengan mengintegrasikan nilai-nilai keislaman seperti ṣabr , tawakkal , amanah , dan rahmah ke dalam kompetensi SEL. Integrasi ini tidak hanya memperkuat dimensi moral siswa, tetapi juga membangun koneksi batin yang mendalam dengan ajaran agama, sehingga meningkatkan kebahagiaan dan ketahanan mental siswa. Model integrasi SEL dan nilai-nilai spiritual Islam yang disajikan dalam penelitian ini dapat diadopsi oleh lembaga pendidikan Islam sebagai kerangka kerja untuk mengembangkan kompetensi sosial-emosional siswa secara holistik.
This research aims to revitalize the concept of Social Emotional Learning (SEL) in Islamic education through a holistic approach that integrates spiritual, social, and emotional values. This research is motivated by the increasing issue of mental health and happiness crisis among students, as well as the gap between the secular SEL approach and the spiritual dimension of Islamic education. The research method used is a literature study with content analysis to examine literature related to SEL, Islamic education, holistic approach, and the concept of happiness and mental resilience of students. The results showed that the revitalization of SEL in Islamic education can be done by integrating Islamic values such as ṣabr, tawakkal, amanah, and rahmah into SEL competencies. This integration not only strengthens the moral dimension of students, but also builds a deep inner connection with religious teachings, thus increasing students' happiness and mental resilience. The integration model of SEL and Islamic spiritual values presented in this study can be adopted by Islamic educational institutions as a framework for developing students' social-emotional competencies holistically.
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