STRENGTHENING SPIRITUAL MENTALITY THROUGH POSITIVE AFFIRMATIONS: THE PREVENTIVE ROLE OF ISLAMIC EDUCATION TEACHERS IN ADDRESSING BULLYING
DOI:
https://doi.org/10.31969/alq.v30i2.1557Keywords:
Positive Affirmation, Islamic Religious Education Teacher, Bullying, StudentsAbstract
Bullying cases that occur among students in Indonesia today have become a problem that has become mainstream. Various official data information from the government reinforces this problem. This article aims to explore from the side of subjects who should play a preventive role in suppressing bullying cases among students as a form of their social competence responsibility. Phenomenological design was chosen to explore the experiences of 18 PAI teachers in elementary and junior high schools in providing positive affirmation to students. Two dimensions of positive affirmation were explored, namely self-acceptance and affirmation to prevent bullying through a closed questionnaire and then inductively content analyzed. The results of the study found that the involvement of the integration approach of spiritual values colored the positive affirmations given by PAI Teachers to encourage students to become individuals who are self-accepting, honest, positive, independent, and respectful of differences, strong mentality, self-confidence, and a safe school environment from bullying. This finding has implications and contributes to the importance of optimizing the role of subjects who have the opportunity to work preventively as part of their professionalism to reduce cases of bullying among students.References
Adinda, F. D., Artanti, A. S., Savira, D., Juwita, R., & Zahra, A. (2024). Efektivitas Afirmasi Positif terhadap Peningkatan Kepercayaan Diri Mahasiswa. Culture education and technology research (Cetera), 1(2), 50-58.
Asli, L., Suastini, N. N., Suanthara, I. N. D. E., & Wahyuni, I. A. K. S. (2022). Peran Orang Tua Mengakselerasi Pembelajaran Daring Untuk Menguatkan Mental Spiritual Siswa Kelas V SD Dana Punia Singaraja. Jurnal Penelitian Agama Hindu, 6(4), 272-288.
Astungkoro, R. (2023). Perundungan di Satuan Pendidikan Masih Marak, KPAI Ungkap Faktor Penyebabnya. REPUBLIKA.
Azalia, N. A. A. (2024). Pengaruh Berfikir Positif terhadap Kesejahteraan Psikologis Mahasiswa. IJBITH Indonesian Journal of Business Innovation, Technology and Humanities, 1(1), 66-75.
Brandrick, C., Hooper, N., Roche, B., Kanter, J., & Tyndall, I. (2021). A comparison of ultra-brief cognitive defusion and positive affirmation interventions on the reduction of public speaking anxiety. The Psychological Record, 71, 109-117.
Cascio, C. N., O'Donnell, M. B., Tinney, F. J., Lieberman, M. D., Taylor, S. E., Strecher, V. J., & Falk, E. B. (2016). Self-affirmation activates brain systems associated with self-related processing and reward and is reinforced by future orientation. Soc Cogn Affect Neurosci, 11(4), 621-629. https://doi.org/10.1093/scan/nsv136
Chalim, A., Hadiwinata, K., Muslim, S., & Ramadhan, N. (2023). Pembinaan Mental Spiritual Di Era Globalisasi. Jurnal Pengabdian Mandiri, 2(8), 1783-1790.
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual review of psychology, 65, 333-371.
Cormann, M. (2024). The OECD: Better policies for better lives. https://www.oecd.org/en/about.html.
Creswell, J. D., Dutcher, J. M., Klein, W. M., Harris, P. R., & Levine, J. M. (2013). Self-affirmation improves problem-solving under stress. PLoS ONE, 8(5), e62593. https://doi.org/10.1371/journal.pone.0062593
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
Emerson, R. W. (2021). Convenience sampling revisited: Embracing its limitations through thoughtful study design. Journal of visual impairment & blindness, 115(1), 76-77.
Grimmitt, M. (1987). Religious education and human development : the relationship between studying religions and personal, social and moral education. McCrimmon Great Wakering.
Hardiansyah, F. (2021). Bullying, empati, dan Era Society 5.0. http://www.smanzapulung.sch.id/read/54/bullying-empati-dan-era-society-50.
Herman, T. M. J., Rovilla, K. A., Rahman, A., Fanny, S., & Irfan, M. (2024). Afirmasi Positif Mengurangi Kecemasan Menghadapi Masa Depan Pada Mahasiswa. Journal of Exploratory Dynamic Problems, 1(3), 79-85.
Indonesia. (2015). Peraturan Pemerintah Republik Indonesia Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Keagamaan Jakarta: Sekretariat Negara Republik Indonesia
Jalil, M. N., Harum, A., & Syam, S. (2023). Meningkatkan pemahaman Terhadap Bullying melalui Layanan Bimbingan Klasikal Bagi Peserta Didik Kelas XI. Jurnal Pemikiran dan Pengembangan Pembelajaran, 5(3), 124-129.
Khadavi, M. J. (2023). Spiritual Mental Development Concept and the Implications for Students. Halaqa: Islamic Education Journal, 7(1), 21-29.
Lisk, J. J. (2001). Accentuate the positive in School nursing: the power of affirmation. The Journal of School Nursing, 17(6), 342-346.
Lubis, K., Lubis, S. A., & Lubis, L. (2018). Pembinaan Mental Spiritual Santri Di Pesantren Modern Unggulan Terpadu Darul Mursyid Kabupaten Tapanuli Selatan. Analytica Islamica, 7(2), 253-272.
Maskuri, M. I. N. (2022). Pendekatan Bayani, Burhani dan Irfani dalam Pembentukan Mental Spiritual Siswa MTs N 2 Tanggamus Lampung. FONDATIA, 6(4), 1103-1121.
Masyrafina, I. (2023). KPAI Catat Ada Sebanyak 2.355 Kasus Pelanggaran Perlindungan Anak pada 2023. REPUBLIKA.
Moore, C. (2019). Positive Daily Affirmations: Is There Science Behind It? positivepsychology.com.
Muhamad, N. (2023). Kasus Perundungan Sekolah Paling Banyak Terjadi di SD dan SMP hingga Agustus 2023. databoks.
Niman, S., & Surbakti, L. N. (2022). Terapi Afirmasi Positif Pada Klien Dengan Harga Diri Rendah: Studi Kasus. Jurnal Ilmu Keperawatan Jiwa, 5(4), 484-492.
Peterson, J. S. (2019). Presenting a qualitative study: A reviewer’s perspective. Gifted Child Quarterly, 63(3), 147-158.
Phenix, P. H. (1964). Realms of meaning: A philosophy of the curriculum for general education. McGraw-Hill Book C°.
Putri, A. D., & Afriani, A. (2017). Kualitas Pertemanan Dan Bullying Victimization Pada Remaja SMP di Kota Banda Aceh. Jurnal Ilmiah Psikologi Terapan, 5(2), 176-185.
Rizki, L. K., Masruroh, N., & Rahayu, E. P. (2023). Effects of self-affirmation and positive visualization therapy for anxiety in 3rd-trimester pregnant women during the pandemic. Bali Medical Journal, 12(3), 2797-2800.
Satria, R., Adiprima, P., Wulan, K. S., & Harjatanaya, T. Y. (2022). Panduan Pengembangan Projek Penguatan Profil Pelajar Pncasila. Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Sherman, D. K. (2013). Self‐affirmation: Understanding the effects. Social and Personality Psychology Compass, 7(11), 834-845.
Shofiyyah, N. A. (2022). Pendidikan Agama Islam dalam Pembinaan Mental Spiritual pada Anak Berkebutuhan Khusus. Jurnal Pendidikan Dan Konseling (JPDK), 4(5), 6675-6690.
Tahir, R. (2021). The Urgency of Intensive Mental and Spiritual Development of Civil Servants in Indonesia. International Journal of Halal System and Sustainability, 1(2), 36-42.
Tewari, A. (2023). 120 Positive Affirmations for Teens. Gratitude - The Life Blog.
Wahiddah, S. A. N., & Julia, J. (2022). Afirmasi positif: Booster untuk meminimalisir hambatan belajar siswa sekolah dasar. Jurnal Penelitian Ilmu Pendidikan, 15(2), 189-199.
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
