Anila Umriana, Dwi Yuwono Puji Sugiharto, Mulawarman, Ashari Mahfud

Islamic Gratitude Psychoeducational Group Model to Increase Student Resilience

Introduction

Islamic gratitude psychoeducational group model to increase student resilience. This study develops an Islamic Gratitude Psychoeducational Group Model to increase student resilience in higher education. It integrates Islamic gratitude values for effective guidance.

Abstract

One aspect of university quality assurance is providing guidance and counseling services for students. Students are vulnerable to various problems while undergoing education in higher education. Resilience is one of the characters that is important for students to be able to survive and recover from various difficult situations and problems experienced. To increase resilience, appropriate treatment is needed along with a model as a reference. This study aims to develop a psychoeducational group service model based on Islamic Gratitude to improve student resilience. The research method uses Borg and Gall developmental research until the expert and practitioner validation stage and produces a prototype. The results of the research are the Islamic Gratitude Psychoeducational Group Model to Increase Student Resilience which integrates the stages of gratitude intervention developed by Bohlmajer and the values of gratitude in Islam which include syukr bil qalb, syukr bil lisan, and syukr bil hal, and contains the values of Iman, Islam, and Ihsan. Expert validation of the model shows that the model is feasible and can be used. Further research can conduct small group tests/experimental tests to measure the effectiveness of the developed model

Review

This paper presents a timely and highly relevant study focusing on enhancing student resilience within university settings, a critical aspect of quality assurance in higher education. Recognizing the various challenges students face, the development of effective interventions to foster resilience is paramount. The study's unique contribution lies in its culturally and spiritually integrated approach, proposing an "Islamic Gratitude Psychoeducational Group Model." This innovative perspective, blending established psychological principles with specific Islamic values, offers a promising direction for addressing student well-being, particularly within contexts where such culturally sensitive interventions are highly valued and needed. Methodologically, the study employed the Borg and Gall developmental research framework, progressing to the expert and practitioner validation stage to create a robust prototype model. The core output is the Islamic Gratitude Psychoeducational Group Model, which thoughtfully synthesizes established gratitude intervention stages (as developed by Bohlmajer) with specific Islamic gratitude values—syukr bil qalb (gratitude of the heart), syukr bil lisan (gratitude of the tongue), and syukr bil hal (gratitude through action). Furthermore, the model is infused with broader Islamic principles of Iman (faith), Islam (submission), and Ihsan (excellence). The successful expert validation underscores the model's theoretical soundness and practical feasibility, indicating its potential for real-world application. While the development and validation of this prototype model represent a significant step, the current research, as acknowledged by the authors, is limited to establishing its feasibility rather than its empirical effectiveness. A critical next step, therefore, involves rigorous small group or experimental testing to empirically measure the model's impact on student resilience. Future research should focus on implementing and evaluating this model within diverse student populations to ascertain its generalizability and long-term effects. Should its effectiveness be demonstrated, this Islamic Gratitude Psychoeducational Group Model could become a valuable addition to guidance and counseling services, offering a culturally resonant and spiritually enriching pathway to enhancing student resilience.

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