Implementasi Psikologi Agama dan Kepribadian Guru
Implementation of Religious Psychology and Teacher Personality
Abstract
Psikologi memegang peranan penting dalam pengembangan kurikulum pendidikan dengan mengkaji perilaku dan proses mental manusia, meskipun seringkali kurang fokus pada aspek keagamaan. Psikologi agama khususnya mengkaji dampak kepercayaan terhadap sikap dan perilaku individu yang relevan dalam merancang kurikulum yang komprehensif. Kompetensi kepribadian guru sangat mempengaruhi kualitas pengajaran dan kesejahteraan siswa, dengan kompetensi yang baik dapat meningkatkan kesejahteraan emosional, mengurangi kecemasan, dan meningkatkan hubungan interpersonal. Evaluasi menunjukkan bahwa pemberian gaji guru Pendidikan Agama Islam (PAI) sesuai dengan Upah Minimum Regional (UMR) penting untuk meningkatkan kesejahteraan dan motivasi guru yang pada gilirannya mendukung pengajaran yang berkualitas dan pengembangan potensi siswa. Oleh karena itu, integrasi psikologi agama dan perhatian terhadap kompetensi kepribadian guru sangat penting untuk menciptakan lingkungan pendidikan yang efektif.
References
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Hanafiah, Kushariyadi, Wakhudin, Rukiyanto, B. A., Wardani, I. U., & Ahmad, A. (2024). Character Education’ s Impact on Student Personality: Curriculum And School Practices Review. At-Ta’dib, 19(1), 51–69. file:///C:/Users/syarifah/Downloads/12047-Article Text-36460-1-10-20240623.pdf
Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3–5), 324–345. https://doi.org/10.1080/13803611.2018.1550841
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Paloutzian, R. (2017). Psychology of Religion in the World. Revista Pistis Praxis, 9(1), 15. https://doi.org/10.7213/2175-1838.09.001.ds01
Rahimi, M., & Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57–82. https://eric.ed.gov/?id=EJ1127336
Rohman, M., & Lessy, Z. (2017). Practicing Multicultural Education through Religiously Affiliated Schools and Its Implications for Social Change. Jurnal Pendidikan Islam, 6(1), 1. https://doi.org/10.14421/jpi.2017.61.1-24
Supriatna, E., & Septian, M. R. (2021). the Influence of Religiosity and Spirituality Towards Students’ Psychological Well-Being During Covid-19 Pandemic. Jurnal Pendidikan Islam, 7(1), 51–64. https://doi.org/10.15575/jpi.v7i1.10850
Zola, N., & Mudjiran, M. (2020). Analisis Urgensi Kompetensi Kepribadian Guru. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 6(2), 90. https://doi.org/10.29210/120202701%0Ahttps://jurnal.iicet.org/index.php/jppi%0AAnalisis
Adeyemo, D. A., & Adeleye, A. T. (2008). Emotional Intelligence, Religiosity and Self-Efficacy as Predictors of Psychological Well-Being among Secondary School Adolescents in Ogbomoso, Nigeria. Europe’s Journal of Psychology, 4(1), 1–13. https://doi.org/10.5964/ejop.v4i1.423
Aprillia, L., Idi Warsah, & Dewi Purnama Sari. (2023). Peran Psikologi Agama Terhadap Perkembangan. Jurnal Muhafadzah: Jurnal Ilmiah Bimbingan Dan Konseling Islam, 3(2), 62–70. https://e-journal.uin-al-azhaar.ac.id/index.php/muhafadhah/article/view/585/440
Arif, M. I., Rashid, A., Tahira, S. S., & Akhter, M. (2012). BF12_Personality and Teaching: An Investigation into Prospective Teachers’ Personality. International Journal of Humanities and Social Science, 2(17), 161–171. www.ijhssnet.com
Caron, J., & Markusen, J. R. (2016). Character Education. 4, 1–23. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=The+Role+of+Religious+Psychology+in+the+Formation+of+Teachers%27+Character+and+Personality.+This+trend+highlights+how+the+application+of+the+principles+of+religious+psychology+can+affect+the+developm
Hanafiah, Kushariyadi, Wakhudin, Rukiyanto, B. A., Wardani, I. U., & Ahmad, A. (2024). Character Education’ s Impact on Student Personality: Curriculum And School Practices Review. At-Ta’dib, 19(1), 51–69. file:///C:/Users/syarifah/Downloads/12047-Article Text-36460-1-10-20240623.pdf
Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective. Educational Research and Evaluation, 24(3–5), 324–345. https://doi.org/10.1080/13803611.2018.1550841
Info, A. (2024). URGENCY OF PSYCHOLOGICAL FOUNDATION FOR CURRICCULUM DEVELOPMENT OF ISLAMIC RELIGIOUS EDUCATION IN 21st CENTURY. 9(1), 13–28. https://doi.org/10.35316/edupedia.v9i1.4977
Paloutzian, R. (2017). Psychology of Religion in the World. Revista Pistis Praxis, 9(1), 15. https://doi.org/10.7213/2175-1838.09.001.ds01
Rahimi, M., & Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57–82. https://eric.ed.gov/?id=EJ1127336
Rohman, M., & Lessy, Z. (2017). Practicing Multicultural Education through Religiously Affiliated Schools and Its Implications for Social Change. Jurnal Pendidikan Islam, 6(1), 1. https://doi.org/10.14421/jpi.2017.61.1-24
Supriatna, E., & Septian, M. R. (2021). the Influence of Religiosity and Spirituality Towards Students’ Psychological Well-Being During Covid-19 Pandemic. Jurnal Pendidikan Islam, 7(1), 51–64. https://doi.org/10.15575/jpi.v7i1.10850
Zola, N., & Mudjiran, M. (2020). Analisis Urgensi Kompetensi Kepribadian Guru. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 6(2), 90. https://doi.org/10.29210/120202701%0Ahttps://jurnal.iicet.org/index.php/jppi%0AAnalisis
