Integration of Psychology and Health in Islamic Religious Education Learning: A Multidisciplinary Framework for Holistic Learning

Abstract

This study aims to analyze the integration of psychology and health into Islamic Religious Education (IRE) through a multidisciplinary framework that promotes holistic student development. A descriptive qualitative design was employed at school, using in-depth interviews, participant observation, and document analysis. Data were analyzed through the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and member checking. The findings reveal three major dimensions: the integration of psychological perspectives into learner-centered instruction, the incorporation of health principles into religious learning, and the multidisciplinary synergy of psychology, health, and Islamic values to foster holistic character development. These practices strengthened students' spiritual commitment, emotional resilience, cognitive competence, social responsibility, and physical well-being. The study concludes that multidisciplinary integration transforms IRE into a holistic educational framework supporting the realization of Insan Kamil. The findings provide theoretical contributions to multidisciplinary Islamic education and practical guidance for developing contextual, learner-centered, and holistic IRE in contemporary schools.