Ajeng Khodijah, Munawar Rahmat, Saepul Anwar, Rosmalizawati Ab Rashid

Integration of Islamic Education Values in Multicultural Education: A Perspective of Student Mental Health

Introduction

Integration of islamic education values in multicultural education: a perspective of student mental health. Explore how integrating Islamic education values like tolerance and empathy into multicultural education boosts student mental health. Findings inform strategies for a harmonious and inclusive learning environment.

Abstract

The purpose of this study is to obtain a descriptive understanding of the mental health condition of university students and its implications in the development of multicultural education strategies integrated with Islamic education values. In order for students to interact effectively and harmoniously in a culturally diverse environment, multicultural education requires a strong mental health foundation. Islamic values such as tolerance, empathy, and justice are considered relevant in strengthening multicultural education that focuses on students' mental well-being.  A descriptive quantitative method was used in this study. Data were collected through a questionnaire of the mental health scale distributed to a population of all Indonesian Education University students, with a total of 23,716 students and a sample of 377 students using a random sampling method and descriptive quantitative data analysis.  The results showed that most students were in the moderate (59.15%) and high (40.58%)  mental health categories.  Based on the distribution of mental health dimensions, psychological aspects tend to be low, physical aspects tend to be moderate, and moral-social aspects tend to be high. Based on these findings, multicultural education strategies that incorporate Islamic education values are directed at strengthening the psychological dimension, developing the physical dimension, and maintaining the moral-social dimension. This research confirms that cooperation between Islamic education values, multicultural education, and mental health is essential to build an inclusive and harmonious educational environment.

Review

This study presents a timely and relevant exploration into the mental health of university students within the context of multicultural education, critically integrating Islamic education values. Employing a descriptive quantitative method across a substantial sample of Indonesian Education University students, the research aims to understand student mental health and its implications for developing inclusive educational strategies. The findings indicate that the majority of students exhibit moderate to high mental health, with specific dimensions showing variations: psychological aspects tending low, physical aspects moderate, and moral-social aspects high. The paper successfully highlights the potential of Islamic values such as tolerance, empathy, and justice in fortifying multicultural education for enhanced student well-being, positioning itself as a foundational inquiry into a crucial interdisciplinary area. A significant strength of this research lies in its innovative approach to bridging Islamic education values with multicultural education, specifically targeting student mental health. This intersection represents a novel area of inquiry with considerable practical implications, particularly in diverse societies. The study’s use of a large sample size (377 from a population of 23,716 students) lends credibility to its descriptive findings regarding the general mental health landscape of the university population. Furthermore, the abstract's clear articulation of strategic recommendations—strengthening psychological, developing physical, and maintaining moral-social dimensions—demonstrates a commitment to actionable outcomes for educators and policymakers striving to create a more inclusive and harmonious learning environment. While providing valuable descriptive insights, the abstract also suggests avenues for deeper exploration. The finding that psychological aspects of mental health tend to be low warrants further qualitative inquiry or more nuanced quantitative analysis to uncover the underlying factors contributing to this observation. Future research could elaborate on the specific mechanisms and pedagogical approaches through which Islamic education values are or can be integrated into multicultural education curricula to directly impact student mental health. Additionally, while the findings are robust for the specific university studied, discussing the generalizability of these results to other institutions or cultural contexts, and perhaps exploring the unique interpretation of "Islamic education values" within the Indonesian setting, would enrich the overall contribution. Despite these suggestions for future work, this study offers a compelling case for the essential cooperation between these domains.

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