INTEGRASI PSIKOLOGI UMUM DAN ISLAM UNTUK KESEJAHTERAAN SEKOLAH SERTA MOTIVASI BELAJAR SISWA

Frisca Alamanda

doi:10.30998/kny6pt38

Authors

Frisca Alamanda Universitas Islam Negeri Sultan Syarif Kasim Riau Author

DOI:

https://doi.org/10.30998/kny6pt38

Keywords:

Integrasi Psikologi, Kesejahteraan Sekolah, Motivasi Belajar

Abstract

Penelitian ini mengeksplorasi integrasi psikologi umum dan psikologi Islam untuk mengembangkan kerangka kerja holistik dalam meningkatkan kesejahteraan sekolah dan motivasi belajar siswa. Tujuan penelitian adalah mengidentifikasi konstruksi kesejahteraan dan motivasi dari perspektif psikologi umum dan Islam secara komparatif, serta mengembangkan model integratif yang komprehensif untuk konteks pendidikan berbasis nilai-nilai keislaman. Metode penelitian menggunakan pendekatan kualitatif dengan studi kepustakaan (library research) melalui analisis deskriptif-kualitatif dan komparatif terhadap literatur dari basis data akademik Google Scholar, ERIC, PubMed, dan JSTOR periode 2000-2024. Data dianalisis menggunakan teknik coding tematik dan sintesis naratif dengan validasi triangulasi sumber. Hasil penelitian menunjukkan bahwa psikologi umum mengkonseptualisasikan kesejahteraan melalui model "having-loving-being-health" dengan pendekatan empiris-positivis, sedangkan psikologi Islam menekankan keseimbangan dimensi jasadiyah-nafsiyah-ruhiyah berbasis tauhid. Motivasi belajar dalam psikologi umum berfokus pada dikotomi intrinsik-ekstrinsik dan self-determination theory, sementara psikologi Islam mengintegrasikan konsep niyyah, jihad an-nafs, dan thalabal 'ilm sebagai ibadah. Model integratif yang dikembangkan mengadopsi pendekatan Bio-Psycho-Social-Spiritual (BPSS) dengan lima dimensi kesejahteraan: having, loving, being, health, dan transcending. Framework motivasi mengintegrasikan autonomy-competence-relatedness dengan Islamic agency, itqan, dan taqarrub. Kerangka ini berkontribusi pada pencapaian SDG 3, 4, dan 10 dengan menawarkan solusi praktis yang academically rigorous dan culturally relevant untuk pendidikan holistik.

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