STRATEGI GURU PENDIDIKAN AGAMA ISLAM BERBASIS PENDEKATAN TAZKIYATUN NAFS DALAM MENANGANI DISREGULASI EMOSI SISWA DI SDIT ABDURRAHMAN BIN AUF

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ABSTRACT
Adinda Rahmatia Putri. 41182911220045. Islamic Religious Education Teacher Strategies Based on the Tazkiyatun Nafs Approach in Addressing Students’ Emotional Dysregulation at SDIT Abdurrahman bin Auf. Islamic Religious Education Study Program, Faculty of Islamic Studies, Universitas Islam 45 Bekasi, 2026.
This study was motivated by the presence of students experiencing emotional dysregulation in the school environment, such as frequent anger, crying when facing difficulties, difficulty controlling themselves, and impulsive behavior that disrupts the learning process. This condition indicates that some students’ emotional regulation abilities have not developed optimally. In the perspective of Islamic Religious Education, the tazkiyatun nafs approach is considered a relevant strategy to help students purify their souls, control emotions, and develop noble character. This study aims to: (1) describe the forms of emotional dysregulation experienced by students at SDIT Abdurrahman bin Auf; (2) analyze Islamic Religious Education teachers’ strategies based on the tazkiyatun nafs approach in addressing students’ emotional dysregulation; (3) explain the implementation process of the tazkiyatun nafs approach in guiding students’ emotional regulation; and (4) identify supporting and inhibiting factors in its implementation.
This research employed a descriptive qualitative method. Data were collected through observation, in-depth interviews, and documentation. The research subjects included Islamic Religious Education teachers, students, the principal, and other related parties. Data were analyzed through data reduction, data display, and conclusion drawing. Data validity was tested using source and technique triangulation.
The findings indicate that Islamic Religious Education teachers implemented the tazkiyatun nafs approach through habituation of worship, teacher role modeling, calming advice, compassionate approaches, as well as self-reflection (muhasabah) and remembrance (dhikr) activities. These strategies helped students recognize their emotions, control anger, increase patience, and develop more positive behavior. Supporting factors included an Islamic school culture, collaboration between teachers and parents, and structured religious programs. Inhibiting factors included differences in student characteristics, external environmental influences, and a lack of consistency in parental guidance at home. Therefore, the tazkiyatun nafs approach is effective as a strategy for Islamic Religious Education teachers in addressing students’ emotional dysregulation when implemented consistently and supported by synergy between school and family.

Keywords: Islamic Religious Education Teacher Strategy, Tazkiyatun Nafs, Emotional Dysregulation, Elementary School Students.

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