INTEGRASI KANDUNGAN PSIKOSPIRITUAL ISLAM DALAM PENGAJARAN GURU PENDIDIKAN ISLAM BAGI MENJAMIN KESIHATAN MENTAL MURID: SATU CADANGAN

INTEGRATION OF ISLAMIC PSYCHOSPIRITUAL CONTENT IN ISLAMIC EDUCATION TEACHER TO ENSURE STUDENTS’ MENTAL HEALTH: A PROPOSAL

Abstract

Isu kesihatan mental dalam kalangan murid semakin membimbangkan dan memerlukan pendekatan pendidikan yang lebih holistik, khususnya melalui pengajaran Pendidikan Islam yang bukan sahaja menekankan aspek kognitif, tetapi turut memberi perhatian kepada kesejahteraan emosi, rohani dan sahsiah murid. Namun begitu, pengintegrasian kandungan psikospiritual Islam dalam pengajaran guru Pendidikan Islam masih kurang dibincangkan secara tersusun sebagai satu pendekatan sokongan terhadap penjagaan kesihatan mental murid. Justeru, kertas konsep ini bertujuan membincangkan keperluan integrasi kandungan psikospiritual Islam dalam pengajaran guru Pendidikan Islam bagi membantu menjamin kesejahteraan mental murid. Kajian ini menggunakan kaedah kepustakaan dengan meneliti kajian lepas, penerbitan jurnal, dokumen dasar pendidikan dan pandangan para sarjana berkaitan psikospiritual Islam, kesihatan mental serta pengajaran Pendidikan Islam. Hasil perbincangan mendapati bahawa kandungan amalan psikospiritual Islam seperti tazkiyah al-nafs, muhasabah, sabar, syukur, tawakal, reda dan mahabbah berpotensi membantu murid mengurus tekanan, membina ketahanan emosi, memperkukuh hubungan dengan Allah SWT serta membentuk sahsiah yang seimbang. Selain itu, integrasi kandungan ini boleh dilaksanakan melalui Elemen Merentas Kurikulum (EMK), bahan pengajaran dan pembelajaran, strategi pengajaran berpusatkan guru dan murid, serta aktiviti kokurikulum. Dari sudut implementasi, kertas konsep ini mencadangkan agar guru Pendidikan Islam mengintegrasikan kandungan psikospiritual Islam secara lebih eksplisit, berstruktur dan bermakna dalam proses Pengajaran dan Pembelajaran (PdP). Pendekatan ini diharapkan dapat menjadi panduan awal kepada guru dalam membentuk murid yang seimbang dari aspek jasmani, emosi, rohani, intelek dan sosial selaras dengan hasrat Falsafah Pendidikan Kebangsaan dan Falsafah Pendidikan Islam.

Mental health issues among students are becoming increasingly concerning and require a more holistic educational approach, particularly through the teaching of Islamic Education, which should not only emphasise cognitive aspects but also address students’ emotional, spiritual and character development. However, the integration of Islamic psychospiritual content in the teaching of Islamic Education teachers remains insufficiently discussed in a structured manner as a supportive approach to students’ mental health care. Therefore, this concept paper aims to discuss the need to integrate Islamic psychospiritual content into the teaching of Islamic Education teachers to help ensure students’ mental well-being. This study employs a library research method by examining previous studies, journal publications, educational policy documents and scholarly views related to Islamic psychospirituality, mental health and the teaching of Islamic Education. The findings of the discussion indicate that Islamic psychospiritual practices such as tazkiyah al-nafs, muhasabah, patience, gratitude, reliance on Allah, acceptance and mahabbah have the potential to help students manage stress, build emotional resilience, strengthen their relationship with Allah SWT and develop a balanced character. In addition, the integration of this content can be implemented through Cross-Curricular Elements (EMK), teaching and learning materials, teacher-centred and student-centred teaching strategies, as well as co-curricular activities. In terms of implementation, this concept paper proposes that Islamic Education teachers integrate Islamic psychospiritual content more explicitly, structurally and meaningfully into the Teaching and Learning process. This approach is expected to serve as an initial guide for teachers in developing students who are balanced in terms of physical, emotional, spiritual, intellectual and social aspects, in line with the aspirations of the National Education Philosophy and the Islamic Education Philosophy.