PENERAPAN AFIRMASI POSITIF DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM OLEH GURU DI SEKOLAH
Main Article Content
Keywords:
Affirmation, Positive, Teachers, Students, LearningAbstract
This study aims to deeply explore how Islamic Religious Education (PAI) teachers interpret and apply positive affirmations as an integral part of student character development. This study used a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and document analysis. A thematic analysis of the experiences of nine PAI teachers revealed that positive affirmations are not merely motivational techniques, but rather a form of love, trust, and respect for children's potential, expressed through consistent and sincere words. The findings identified transformations in students' attitudes, strengthening of spiritual identity, and behavioral changes rooted in reflective, contextual affirmation practices supported by the teachers' social and emotional environment. The implications of this study emphasize the importance of integrating positive affirmations into a humanistic, spiritual, and sustainable educational strategy. Its contribution to national and global educational development is reflected in its support for SDGs Goal 4 (Quality Education) and SDG Goal 3 (Mental and Emotional Well-being), by transforming the classroom into an ecosystem for the holistic growth of children's character and spirituality. This research enriches the perspective of Islamic pedagogy and underscores the urgency of a humanizing affirmative approach.
References
Yuangga, K. D., Mulyadi, M., Septiani, Y., Irmal, I., & Halomoan, Y. K. (2022). Problem Solving Mengatasi Kejenuhan Belajar Mandiri Dengan Teknik Afirmasi Untuk Remaja Masjid Al Barkah Desa Cidokom. Jurnal Peradaban Masyarakat, 2(1), 29-32.
Hakiki, N. (2018). Konsep Berpikir Positif menurut DR. Ibrahim Elfiky serta Relevansinya dengan Bimbingan dan Konseling Islam. Skripsi, Yogyakarta: UIN Sunan Kalijaga Yogyakarta. http://digilib. uin-suka. ac. id/29991.
Dekawaty, A. (2022). Afirmasi Positif pada Klien dengan Ketidakberdayaan di Palembang: Studi Kasus di Palembang. Buletin Ilmu Kebidanan dan Keperawatan, 1(02), 63-68.
Ulya, N., & Diana, R. R. (2021). Peran Pola Asuh Orang Tua Dalam Meningkatkan Kepercayaan Diri Pada Anak Usia. Jurnal Golden Age, 5(2), 304-313.
Wahiddah, S. A. N., & Julia, J. (2022). Afirmasi positif: Booster untuk meminimalisir hambatan belajar pada siswa sekolah dasar. Jurnal Penelitian Ilmu Pendidikan, 15(2).
Korah, E. C. T. (2023). Efektivitas Solution Focused Brief Therapy Untuk Meningkatkan Psychological Well-Being pada Remaja Yang Mengalami Broken Home Ditinjau Dari Jenis Kelamin.(The Effectiveness of Solution Focused Brief Therapy to Improve Psychological Well-Being in Adolescents Who Experience a Broken Home in terms of Gender) (Doctoral dissertation, Universitas 17 Agustus 1945 Surabaya).
Masyithah, M. (2021). Penerapan Teknik Keterampilan Sosial Emosional pada Pembelajaran IPA Materi Bioteknologi dan Produksi Pangan Siswa Kelas IX-1 di SMP Negeri 4 Bolo Tahun Pelajaran 2020/2021. JagoMIPA: Jurnal Pendidikan Matematika dan IPA, 1(2), 135-146.
Hariko, R. (2021). Bimbingan Kelompok Agentik: Model Peningkaan Perilaku Prososial Siswa.
DePorter, B. (2000). Quantum teaching. PT Mizan Publika.
Yonny, A., & Yunus, S. R. (2011). Begini Cara Menjadi Guru Inspiratif & Disenangi Siswa. Media Pressindo
Nabiilah, N. A., Mahmudah, S., & Anggraeny, D. (2023). MOTIVASI BELAJAR ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI. Jurnal Pendidikan Inklusi Citra Bakti, 1(2), 167-172.
Eliza, N. (2022). Dukungan Sosial Teman Sebaya Dalam Meningkatkan Motivasi Belajar Anak Jalanan (Studi pada Anak Binaan Yayasan Cahaya Anak Negeri Kota Bekasi) (Bachelor's thesis, Fakultas Dakwah dan Ilmu Komunikasi Universitas Islam Negeri Syarif Hidayatullah Jakarta).
Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & good schools: A new paradigm for high school character education. Handbook of moral and character education, 2008.
el Widad, Z., & Idawati, K. (2023). Afirmasi Positif Dalam Meningkatkan Self Efficacy Di MA al-Qur’an La Raiba Hanifida Bandung Diwek Jombang. Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman, 12(1), 93-111.
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371.
Escobar-Soler, C., et al. (2024). Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis. Healthcare, 12(1), 3. https://doi.org/10.3390/healthcare12010003
Marauleng, A. A. (2024). The Impact of Positive Affirmations on the Self-Confidence Levels of Adolescent Girls. Acta Psychology, 3(4), 152–161.
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371.
Escobar-Soler, C., et al. (2024). Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis. Healthcare, 12(1), 3. https://doi.org/10.3390/healthcare12010003
Marauleng, A. A. (2025). The Impact of Positive Affirmations on the Self-Confidence Levels of Adolescent Girls. Acta Psychology, 3(4), 152–161.
Firmansyah, M. I., et al. (2024). Strengthening Spiritual Mentality Through Positive Affirmations: The Preventive Role of Islamic Education Teachers in Addressing Bullying. Al-Qalam, 30(2). https://doi.org/10.31969/alq.v30i2.1557
Marauleng, A. A. (2025). The Impact of Positive Affirmations on the Self-Confidence Levels of Adolescent Girls. Acta Psychology, 3(4), 152–161.
Sachdeva, M., & Gautam, S. K. (2024). Impact of Positive Affirmation on Self Esteem and Psychological Well Being. IJIP, 12(2), 422. https://doi.org/10.25215/1202.422
Zhang, X.-Q., Zhang, B.-S., & Wang, M.-D. (2020). Positive Psychology and Its Effects on Chinese Medical Students. Journal of Student Research. Link
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
Crocker, J., Dominik, J., & Mischkowski, D. (2008). Operation Houndstooth Intervention Theory: Developing Co-Cognitive Factors in Students. Journal of Educational Psychology.
Epton, T., Harris, P. R., Kane, R., van Koningsbruggen, G. M., & Sheeran, P. (2022). The impact of self-affirmation on message acceptance and behavior change: A meta-analysis. Health Psychology Review, 16(1), 1–25. https://doi.org/10.1080/17437199.2020.1864640
Fuller, R. & Nelson, J. (2021). Self-Affirmation and Psychological Well-Being: A Cross-Cultural Study in South Korea and the United States. Journal of Positive Psychology, 26(3), 215–230.
Farrell, G. & Sox, D. (2021). Positive Affirmations and Their Effect on Children’s Moods in an Elementary Classroom. Journal of Student Research, 10(3). Link
Hall, L., & Hall, R. (2021). Building Up a Culture of Praise: Positive Environments and Student Engagement. Journal of Educational Psychology, 34(2), 112–128.
Wilkins, R. (2020). Positive Affirmations and Child Behavior: A Parent’s Perspective. Parenting Psychology Review, 18(3), 76–89.
Flokis, J. (2013). Attention Destiny: Reprogramming Thought Patterns Through Affirmation Practice. Cognitive Development Quarterly, 9(1), 45–59
Shankland, R., Genolini, C., Franca, L. R., Guelfi, J. D., & Ionescu, S. (2018). Self-affirmation and positive psychology interventions: A study on adolescents’ well-being. Journal of Adolescence, 65, 45–56. https://doi.org/10.1016/j.adolescence.2018.02.003
Liu, C.-H., Huang, P.-S., Yin, X.-R., & Chiu, F.-C. (2021). Effects of Attribute Affirmation and Achievement Goals on High School Students' Motivation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661668
Epton, T., Harris, P. R., Kane, R., van Koningsbruggen, G. M., & Sheeran, P. (2022). The impact of self-affirmation on message acceptance and behavior change: A meta-analysis. Health Psychology Review, 16(1), 1–25. https://doi.org/10.1080/17437199.2020.1864640
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333–371. https://doi.org/10.1146/annurev-psych-010213-115137
Zhang, X.-Q., Zhang, B.-S., & Wang, M.-D. (2020). Positive Psychology and Its Effects on Chinese Medical Students. Journal of Student Research. Link
Crocker, J., Dominik, J., & Mischkowski, D. (2008). Operation Houndstooth Intervention Theory: Developing Co-Cognitive Factors in Students. Journal of Educational Psychology.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). SAGE Publications.
British Educational Research Association (BERA). (2024). Ethical Guidelines for Educational Research (5th ed.). Link
Article Sidebar
Download this PDF file
PDFPublished:
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors send the manuscript with the understanding that if accepted for publication, the copyright of the article belongs to the author and retains publishing rights without restriction.
Copyright includes the non-exclusive right to reproduce and submit articles in all forms and media, including reprints, photographs, microfilm, and other similar reproductions, as well as translations. Reproduction of any part of this journal, its storage in the database and its transmission by all forms or media, such as electronic, electrostatic and mechanical copies, photocopying, recording, magnetic media, etc.
The journal editorial board makes every effort to ensure that no false or misleading data, opinions, or statements are published in the journal. Either way, the contents of articles published in journals are the sole and responsibility of each writer and publisher.
All articles published are free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Attribution 4.0 International (CC BY 4.0)