Nurturing students’ emotional intelligence in Islamic religious education: Integrating mindfulness and cooperative learning approach in teaching
https://doi.org/10.63826/jiire.v2i1.12
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Abstract
This study investigates how the integration of mindfulness-based learning and cooperative learning fosters students’ emotional intelligence in Islamic Religious Education in Madrasah Aliyah. The research adopts a qualitative phenomenological approach to explore teachers’ instructional practices, students’ learning experiences, and the role of reflective and collaborative learning environments in developing emotional awareness, empathy, and interpersonal competence. Data were collected through in-depth interviews with 21 participants, and classroom observations, and analyzed using thematic analysis. The findings reveal that mindfulness practices enhance students’ self-awareness and emotional regulation through reflective activities, while cooperative learning promotes empathy and social interaction through collaborative engagement. The study also highlights that reflective and supportive classroom environments significantly contribute to the development of emotional intelligence. Furthermore, pedagogical factors such as teacher modeling, classroom management, and the integration of Islamic values strengthen the effectiveness of these approaches. The novelty of this study lies in its integrative pedagogical framework that connects mindfulness, cooperative learning, and emotional intelligence within Islamic educational contexts. The findings imply that incorporating reflective and collaborative pedagogies can support holistic education by integrating cognitive, emotional, and spiritual dimensions in contemporary Islamic education.
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