Islamic Religious Education as a Spiritual Coping System: Enhancing Adolescents’ Mental and Emotional Well-Being in a Vocational School Context

Aziz Musthopa, Hildan Bayanillah, Hakim Firmansyah, Achmad Zuhri, Zahrotus Saidah, Siti Maryam Munjiat

Abstract


Although research on spirituality-based education has expanded, limited attention has been given to how Islamic Religious Education (IRE) functions as an institutionalized psychosocial support system within school culture, particularly at the vocational high school level. This study addresses this gap by examining the integration of IRE into school routines and its perceived contribution to adolescents' mental and spiritual well-being. A qualitative phenomenological design was employed, with data collected over one month at SMK Farmasi Muhammadiyah Cirebon through participatory observation, semi-structured interviews, and documentation involving two IRE teachers, two students, and one principal selected through purposive sampling. Data were analyzed using an interactive thematic analysis model, with trustworthiness ensured through triangulation and member checking. Findings indicate that institutionalized IRE practices, including daily Qur'anic recitation, congregational Dhuha and Zuhr prayers, Rohis mentoring, dhikr-reflection sessions, and spiritual counseling, are perceived to enhance emotional regulation, reduce psychological distress, and strengthen spiritual resilience. IRE teachers function not only as instructors but also as relational mentors who create psychologically safe spaces, conceptualized as relational religious pedagogy. The internalization of Islamic values, particularly birrul walidain and social morality, is associated with positive behavioral changes across school and family contexts, demonstrating that structured IRE integration operates as a coherent ecosystem of school-based Islamic coping with broader psychosocial implications and supports the institutionalization of IRE within school mental health systems.

Keywords


Islamic Religious Education; Psychosocial Support; Spiritual Well-Being; Adolescents; School Culture

Full Text:

213-223

References


Abd Elfattah, H. Y. (2025). Faith-Based Mental Health Promotion in Muslim Communities: The Role of Islamic Education and Spiritual Practices. Synergy International Journal of Islamic Studies, 3(1), 44–56. https://doi.org/10.61194/ijis.v3i1.709

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, 11(4), 1881–1892. https://doi.org/10.11591/ijere.v11i4.22116

Alshammari, A. S., Piko, B. F., & Fitzpatrick, K. M. (2021). Social support and adolescent mental health and well-being among Jordanian students. International Journal of Adolescence and Youth, 26(1), 211–223. https://doi.org/10.1080/02673843.2021.1908375

Amal, M. I., & Ningsih, I. U. (2025). The role of dhikr in helping Muslim adolescents manage anxiety. Journal of Islamic Psychology and Behavioral Sciences, 3(3), 112–118. https://doi.org/10.61994/jipbs.v3i3.1098

Bachman, H. F., Cunningham, P. D., & Boone, B. J. (2024). education sciences Collaborating with Families for Innovative School Mental Health. Education Sciences, 1–13.

Bahn, G. H. (2022). Understanding of Holding Environment Through the Trajectory of Donald Woods Winnicott. J Korean Acad Child Adolesc Psychiatry, 33(April 1896), 84–90.

Bisri, K., Azizah, N., Rahman, L., Falah, M. F., & Haqiqi, A. R. A. (2023). Strengthening Religious Moderation for High School and Vocational School Spiritual Activists in Semarang City. Indonesian Journal of Islamic Education Studies (IJIES), 6(2), 190–206. https://doi.org/10.33367/ijies.v6i2.4208

Brear, M. (2019). Process and Outcomes of a Recursive, Dialogic Member Checking Approach: A Project Ethnography. Qualitative Health Research, 29(7), 944–957. https://doi.org/10.1177/1049732318812448

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Sage Publications.

Dodgson, J. E. (2023). Phenomenology: Researching the Lived Experience. Journal of Human Lactation, 39(3), 385–396. https://doi.org/10.1177/08903344231176453

El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School. SAGE Open, 12(4). https://doi.org/10.1177/21582440221134089

Estrada, C. A. M., Fe, M., Lomboy, T. C., Jr, E. R. G., Amalia, E., Leynes, C. R., Quizon, R. R., & Kobayashi, J. (2019). Religious education can contribute to adolescent mental health in school settings. International Journal of Mental Health Systems, 1–6. https://doi.org/10.1186/s13033-019-0286-7

Fahmi, M., Auliya, R., Sutomo, I., Sriyanti, L., Islam, U., Salatiga, N., & Email, C. (2026). Collaborative Synergy Between Islamic Education Teachers And School Counselors In Fostering Religious Character And Responsibility. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 8(1), 403–423. https://doi.org/10.37680/scaffolding.v8i1.8548

Guest, G., Namey, E., & Mitchell, M. (2013). Collecting Qualitative Data. SAGE Publications, Ltd. https://doi.org/10.4135/9781506374680

Hidayatullah, S. (2025). Analysis of Islamic Religious Education Curriculum and Character at High School (SMA) Level in Overcoming Mental Disorders: A Study of Independent Curriculum Analysis. Indonesian Society and Religion Research, 2(2). https://doi.org/10.61798/isah.v2i2.259

Hikmah, A. N., & Surawan, S. (2025). Spirituality and Mental Health: Synergy of Religious Values in the Formal Educational Environment at SDN 5 Menteng Palangka Raya. Tambusai Education Journal, 9(2), 189–192.

Irhas, I., Aziz, A. A., & Satriawan, L. A. (2023). The power of dhikr: elevating intellectual, emotional, and spiritual quotients. Al-Hayat: Journal of Islamic Education, 7(2), 601–610. https://doi.org/10.35723/ajie.v7i2.434

Jais, S. M., Mohaiyuddin, N., Bistamam, M. N., Arip, M. A. S. M., & Othman, M. K. (2024). Adolescent mental health interventions: a review of psychology and an Islamic approach. Global Journal Al-Thaqafah, 14(1), 50–61. https://doi.org/10.7187/GJAT072024-4

Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A Review of the Quality Indicators of Rigor in Qualitative Research. American Journal of Pharmaceutical Education, 84(1). https://doi.org/10.5688/ajpe7120

Lim, W. M. (2025). What Is Qualitative Research? An Overview and Guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619

Meidasari, F., & Sukandar, A. (2026). Cultivating Compassion : Rohis as a Strategic Medium for Internalizing Islamic Values and Constructing Anti-Bul- lying Behavior in Indonesian Public Schools. Journal of Science and Education (JSE), 6(March), 1–10. https://doi.org/https://jse.rezkimedia.org/index.php/jse/article/view/714

Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative Data Analysis: A Methods Sourcebook (4th Edition). SAGE Publications. https://doi.org/10.4135/9781506353071

Muhyani, M., Yusup, A. H., & Yono, Y. (2022). Hubungan Peran Guru PAI Dengan Kesehatan Mental Siswa di SMK Negeri 1 Cibinong Selama Covid-19. Edukasi Islami: Jurnal Pendidikan Islam, 11(2), 281–287.

Mutaqin, A. Z., & Rosada, W. K. (2024). The Role of Islamic Education in Maintaining Mental Health in School Environments in the Era of Society 5.0. HASBUNA: Journal of Islamic Education, 5(1), 229–244. https://doi.org/10.70143/hasbuna.v5i1.392

Nasrin, M. I. (2025). The Influence of Islamic Spiritual Values on Students’ Mental Health: A Special Focus on Tawakkul, Sabr and Shukr. LECTURES: Journal of Islamic and Education Studies, 4(2), 260–272. https://doi.org/10.58355/lectures.v4i2.150

Noval, M., Suhaimi, F., & Kunaenih, K. (2025). Peranan Guru Dalam Membina Kesehatan Mental Pada Peserta Didik Di SMA Islam Al-Ma’ruf Jakarta. Jurnal Review Pendidikan Dan Pengajaran, 8(3), 7481–7492. https://doi.org/10.31004/jrpp.v8i3.50249

Nowell, B., & Albrecht, K. (2019). A Reviewer’s Guide to Qualitative Rigor. Journal of Public Administration Research and Theory, 29(2), 348–363. https://doi.org/10.1093/jopart/muy052

Saniotis, A. (2018). Understanding Mind/Body Medicine from Muslim Religious Practices of Salat and Dhikr. Journal of Religion and Health, 57, 849–857. https://doi.org/10.1007/s10943-014-9992-2

Sari, J. P., Alimron, A., & Sukirman, S. (2020). The Concept of Birrul Walidain and Its Implications in Shaping Student Character (A Study of Surah Maryam Verses 41-48 According to Al-Misbah’s Interpretation). Raden Fatah Islamic Education Journal, 2(1), 87–98.

Sharon, H., & Jeff, B. (2021). Schools As a Vital Component of the Child and Adolescent Mental Health System. Psychiatric Services, 72, 37–48. https://doi.org/10.1176/appi.ps.201900575

Soysal, Y., & Türkmen, S. (2024). Reinterpreting the Member Checking Validation Strategy in Qualitative Research Through the Hermeneutics Lens. Qualitative Inquiry in Education: Theory & Practice, 2(1), 42–63. https://doi.org/10.59455/qietp.19

Sufya, D. H., Psikologi, F., Islam, U., Sultan, N., & Kasim, S. (2025). Islamic Spiritual Practice as a Pathway to Psychological Well-being : Evaluating the Impact of Devotional Remembrance ( Dhikr ) on Stress. Motiva: Jurnal Psikologi, 8(2), 152–161. https://doi.org/https://doi.org/10.31293/mv.v8i2.8892

Sya’ban, Z. F., Sutiono, S., & Soraya, S. (2024). The Role of Islamic Religious Education Teachers in Developing Mental Health of Students of MAN 2 Jakarta. Spektra: Journal of Social Sciences, 6(1), 106–120. https://doi.org/10.34005/spektra.v6i1.4147

Tsalitsah, I. M., In, A., & Muammar, A. H. M. A. (2025). Mental Well-being Among Muslim Adolescents : Challenges and Strategies for Coping with Social Pressures. Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy, 2(1), 494–500. https://doi.org/https://doi.org/10.30651/psychoseries.v1i1.29183

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(December), 5935–5949. https://doi.org/10.35445/alishlah.v17i4.

Zahir, F. R., & Qoronfleh, M. W. (2025). Traditional Islamic spiritual meditative practices: powerful psychotherapies for mental wellbeing. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1538865

Zaman, B. (2017). Implementation of Islamic Spiritual Extracurricular Mentoring (Rohis) in Improving the Spiritual Intelligence of Class X Students at SMA Negeri 3 Boyolali in the 2015/2016 Academic Year. INSPIRASI (Journal of Islamic Education Studies and Research), 1(2), 140–145.




DOI: https://doi.org/10.18860/jpai.v12i2.39189

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Aziz Musthopa, Hildan Bayanillah, Hakim Firmansyah, Achmad Zuhri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

...............................................................................................................................................................

Editorial Office:

Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang, Jawa Timur, Indonesia 65144

Phone (0341) 552398, Faximile (0341) 552398
E-mail: jpai@uin-malang.ac.id

...............................................................................................................................................................

Creative Commons License
J-PAI: Jurnal Pendidikan Agama Islam is licensed under a CC BY-SA 4.0.

...............................................................................................................................................................

Indexed by:

 

https://assets.crossref.org/logo/crossref-logo-landscape-100.png     doaj