DUKUNGAN GURU DAN KESEJAHTERAAN PSIKOLOGIS ANAK DALAM PERSPEKSIF PENDIDIKAN ISLAM
DOI:
https://doi.org/10.51878/teaching.v5i4.8072Keywords:
dukungan guru, kesejahteraan psikologis, pendidikan Islam, hubungan guru-siswa, psikologi positifAbstract
This study aims to examine the relationship between teacher support and children’s psychological well-being from the perspective of Islamic education through a qualitative literature review. The approach integrates theories and empirical findings on how teachers influence students’ emotional, social, and spiritual well-being. The results indicate that teacher support plays a crucial role in fulfilling the three basic psychological needs autonomy, competence, and relatedness which contribute to children’s well-being. In the Islamic perspective, psychological well-being encompasses the balance of tranquility of the soul, intellectual wisdom, and purity of heart, strengthened through rahmah, ‘adl, and ?abr values within teacher–student interactions. The synthesis also emphasizes that teachers who demonstrate empathy, moral exemplarity, and apply positive psychology principles serve as facilitators of comprehensive school well-being. The study recommends enhancing teachers’ emotional literacy and integrating social-emotional learning (SEL) into curricula to sustain teacher support as a core culture in education.
ABSTRAK
Penelitian ini bertujuan untuk menelaah hubungan antara dukungan guru dan kesejahteraan psikologis anak dalam perspektif pendidikan Islam melalui studi literatur kualitatif. Pendekatan ini digunakan untuk mengintegrasikan berbagai teori dan temuan empiris tentang bagaimana peran guru memengaruhi kesejahteraan emosional, sosial, dan spiritual siswa. Hasil kajian menunjukkan bahwa dukungan guru berperan penting dalam pemenuhan tiga kebutuhan dasar manusia otonomi, kompetensi, dan keterhubungan sosial yang berkontribusi terhadap kesejahteraan psikologis anak. Dalam pandangan Islam, kesejahteraan psikologis mencakup keseimbangan antara ketenangan jiwa, kecerdasan akal, dan kebersihan hati, yang dapat diperkuat melalui nilai rahmah, ‘adl, dan ?abr dalam interaksi guru dan siswa. Sintesis literatur juga menegaskan bahwa guru dengan empati, teladan akhlak, dan penerapan prinsip psikologi positif mampu menjadi fasilitator kesejahteraan komprehensif di sekolah. Penelitian ini merekomendasikan perlunya pelatihan literasi emosional guru dan integrasi pembelajaran sosial emosional (SEL) dalam kurikulum agar dukungan guru terhadap kesejahteraan anak menjadi budaya pendidikan yang berkelanjutan.
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