Exploring the Implementation of Qur'anic Healing for Students Experiencing Academic Burnout
DOI:
https://doi.org/10.59388/gt.v4i2.911Keywords:
Academic Burnout, Mental Health, Qur'anic HealingAbstract
This study aims to describe the implementation of Qur'anic Healing in relation to academic burnout in an educational institution. Academic burnout refers to a condition of physical, emotional, and mental exhaustion resulting from academic demands, characterized by exhaustion, cynicism toward academic activities, and reduced academic efficacy. This study employed a descriptive qualitative field research design. Data were collected through observations, semi-structured interviews, and documentation involving eight purposively selected participants, consisting of one principal, one vice principal for curriculum, three teachers, and three students, who were directly involved in the Qur'anic Healing program and had experience or understanding of students' academic burnout. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Qur'anic Healing in the school is organized through three main practices: Qur'anic recitation, dhikr and Qur'anic supplication, and the internalization of Qur'anic values such as patience, gratitude, tawakal, and optimism. Participants reported that these practices were associated with experiences of psychological calmness, improved learning focus, reduced academic anxiety, and stronger learning motivation and self-confidence. The findings also suggest that teachers and students perceived these spiritual practices as helping students cope with symptoms commonly associated with academic burnout, including learning fatigue, boredom with academic activities, and reduced academic self-confidence. These findings describe how Qur'anic Healing is implemented and perceived as a spiritual approach for supporting students' psychological well-being within the educational setting.
References
Abraham, A., Chaabna, K., Sheikh, J. I., Mamtani, R., Jithesh, A., Khawaja, S., & Cheema, S. (2024). Burnout increased among university students during the COVID-19 pandemic: A systematic review and meta-analysis. Scientific Reports, 14(1), 2569.
Aguayo-Estremera, R., Cañadas, G. R., Ortega-Campos, E., Ariza, T., & la Fuente-Solana, E. I. (2023). Validity evidence for the internal structure of the Maslach Burnout Inventory-student survey: a comparison between classical CFA model and the ESEM and the bifactor models. Mathematics, 11(6), 1515.
Aziz, A., Aripuddin, A., & Supriandi, S. (2026). Exploration of the Psychological Elements in the Qur’an and Their Contribution to the Formation of Religious Character in Schools: A Literature Study. Edusoshum: Journal of Islamic Education and Social Humanities, 6(1), 220–230.
Bryman, A., Burgess, R. G., & others. (1994). Analyzing qualitative data (Vol. 11). Routledge London.
Creswell, J. W. (1985). Faculty Research Performance: Lessons from the Sciences and the Social Sciences. ASHE-ERIC Higher Education Report No. 4, 1985. ERIC.
Ferdi, T. P., & others. (2025). The Use of Qur’anic Healing as Stress Coping by Students at the Al-Kautsar Qur’an Memorization Islamic Boarding School in Curup. Al-Wa’iyah, 1(2), 1–9.
Gao, X. (2023). Academic stress and academic burnout in adolescents: a moderated mediating model. Frontiers in Psychology, 14, 1133706.
Khammissa, R. A. G., Nemutandani, S., Feller, G., Lemmer, J., & Feller, L. (2022). Burnout phenomenon: neurophysiological factors, clinical features, and aspects of management. Journal of International Medical Research, 50(9), 03000605221106428.
Lacey, A., & Luff, D. (2001). Qualitative data analysis. Trent Focus Group UK.
Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33(2), 387–405.
May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126–131.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. sage.
Moulaei, K., Haghdoost, A.-A., Bahaadinbeigy, K., & Dinari, F. (2023). The effect of the holy Quran recitation and listening on anxiety, stress, and depression: A scoping review on outcomes. Health Science Reports, 6(12), e1751.
Mulyono, P., & Purnomo, S. (2024). Management Qur’anic Healing as a Complement to Medical Therapy. Jurnal Visi Manajemen, 10(2), 67–73.
Muqodas, I., Kartadinata, S., Nurihsan, J., Dahlan, T., Yusuf, S., & Imaddudin, A. (2020). Psychological well-being: A preliminary study of guidance and counseling services development of preservice teachers in Indonesia. In International Conference on Educational Psychology and Pedagogy-" Diversity in Education"(ICEPP 2019) (pp. 56–60).
Nasrin, M. I. (2025). The Influence of Islamic Spiritual Values on Students’ Mental Health: A Special Focus on Tawakkul (توكُّل), Sabr (صبر) and Shukr (شكر). LECTURES: Journal of Islamic and Education Studies, 4(2), 260–272.
Pargament, K. I., Smith, B. W., Koenig, H. G., & Perez, L. (1998). Patterns of positive and negative religious coping with major life stressors. Journal for the Scientific Study of Religion, 710–724.
Pope, C., Ziebland, S., & Mays, N. (2000). Analysing qualitative data. Bmj, 320(7227), 114–116.
Rianti, K. I., Septadina, I. S., & Prananjaya, B. A. (2021). Holy Quran recitation of Surah Al-Mulk and Al-Hasyr on decreasing anxiety in medical students. International Journal of Islamic and Complementary Medicine, 2(1).
Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21–28.
Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481.
Supriyanto, E. B., & Churrahman, T. (n.d.). Analysis of the Effectiveness of Qur’anic Healing in Reducing Student Academic Fatigue at SDIT Nurul Islam Krembung: A Qualitative Study: Analisis Efektivitas Qur’anic Healing dalam Menurunkan Kelelahan Akademik Siswa di SDIT Nurul Islam Krembung: Studi Kualitatif.
Susanti, L., & Tiara, G. (2024). Qur’An Healing Technique (QHT) Method To Overcome Mental Disorders In Residents Of The Boarding School Of Rehabilitation Qur’An Healing Indonesia (RQHI) Rokan Hulu District. Jurnal Konseling Pendidikan Islam, 5(2), 367–386.
Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33.
Williamson, K., Given, L. M., & Scifleet, P. (2018). Qualitative data analysis. Research Methods: Information, Systems, and Contexts:, 2(2), 453–476.
