##plugins.themes.bootstrap3.article.sidebar##
Spiritualizing Adversity Quotient through Islamic Values: A Phenomenological Study of Bullying Mitigation in Muhammadiyah Secondary Schools
https://doi.org/10.14421/b8txpj89
##plugins.themes.bootstrap3.article.main##
Abstract
Purpose — In the context of the dominance of secular paradigms, this study reconstructs the Adversity Quotient (AQ) by integrating Islamic spiritual anchors Sabar, Tawakkal, and Ukhuwah as a spiritual foundation shaping students’ responses to adversity. Using a phenomenological perspective, the research examines how faith-based values are experienced and interpreted in Muhammadiyah secondary schools in relation to bullying.
Design/methods/approach — This research used a qualitative approach by synergizing Interpretive Phenomenological Analysis (IPA) with the Miles, Huberman, and Saldana (MHS) framework. IPA was used because of its idiographic depth to capture the double hermeneutic of students’ spiritual resilience, while the MHS framework upheld procedural sharpness through data condensation and systematic pattern verification. Data were collected from nine purposive informants at SMA Muhammadiyah Imogiri, Yogyakarta, through in-depth interviews and observations, ensuring a balanced synthesis between individual life experiences and structured thematic findings.
Findings — The findings indicate that the internalization of Islamic character values and adversity quotient functions as an existential anchor, enabling students to reinterpret challenges as opportunities for spiritual growth. This meaning-making process strengthens students’ AQ and supports restrained responses to bullying by framing conflict as spiritual testing (ibadah). However, students with disabilities continued to experience vulnerabilities in school social relations, reflecting differing horizons of meaning among student groups.
Research implications/limitations – By foregrounding subjective meaning and lived experience, this study contributes to Islamic education discourse through a value-oriented interpretive framework. The findings are limited to Islamic school contexts and do not fully represent experiences in general schools or those of students with disabilities.
Originality/value – This study bridges Islamic spiritual values with AQ dimensions, positioning faith-based practices as interpretive resources supporting students’ resilience in responding to bullying.
Keywords:
##plugins.themes.bootstrap3.article.details##
Copyright
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Abdalla, M. (2025). Exploring tarbiyah in Islamic education: A critical review of the English- and Arabic- language literature. Education Sciences, 15(5). https://doi.org/10.3390/educsci15050559
Asio, J. M. R. (2019). Students bullying teachers: Understanding and behavior of college students from a higher education institution. Journal of Pedagogical Research, 3(2), 11–20. https://doi.org/10.33902/JPR.2019254157
Backmann, J., Weiss, M., Schippers, M. C., & Hoegl, M. (2019). Personality factors, student resiliency, and the moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39–48. https://doi.org/10.1016/j.lindif.2019.04.004
Bermejo, R. C., Hernández, A. N., & Sánchez, L. G. (2022). Study of the relationship of bullying with the levels of eudaemonic psychological well-being in victims and aggressors. Sustainability (Switzerland), 14(9), 1. https://doi.org/10.3390/su14095609
Creswell, J. W. (2015). Research design: Penelitian kualitatif, kuantitatif & mixed. Pustaka Pelajar.
Darwanto, A., Prahmana, R. C. I., Susanti, A., & Khalil, I. A. (2024). Transformation of boarding school management models in enhancing student accessibility and educational quality. Jurnal Pendidikan Agama Islam, 21(1), 145–164. https://doi.org/10.14421/jpai.v21i1.8632
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299–311. https://doi.org/10.1177/0741932514564564
Fathoni, Ab. M., Sulaeman, M., Azizah, E. A. N., Styawati, Y., & Ramadhan, M. U. C. (2024). The new direction of Indonesian character education: Bullying, moral decadence, and juvenile delinquency. Jurnal Pendidikan Agama Islam, 21(1), 22–39. https://doi.org/10.14421/jpai.v21i1.7759
Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school‐based programs to reduce bullying perpetration and victimization: An updated systematic review and meta‐analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143
Halliday, S., Gregory, T., Taylor, A., Digenis, C., & Turnbull, D. (2021). The impact of bullying victimization in early adolescence on subsequent psychosocial and academic outcomes across the adolescent period: A systematic review. Journal of School Violence, 20(3), 351. https://doi.org/10.1080/15388220.2021.1913598
Hamami, T., & Nuryana, Z. (2022). A holistic–integrative approach of the Muhammadiyah education system in Indonesia. HTS Teologiese Studies / Theological Studies, 78(4). https://doi.org/10.4102/hts.v78i4.7607
Harahap, S. R., Daulay, A. A., Padilah, N., Afriani, A., Soraya, A., Aisyah, R. A., Lubis, F. A., & Efendi, A. H. (2024). Islamic counseling as a pedagogical strategy for adolescent character development in globalized education. Aplikatif: Journal of Research Trends in Social Sciences and Humanities, 3(2), 177–185. https://doi.org/10.59110/aplikatif.v3i2.493
Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., Wolfe, M., & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496–e509. https://doi.org/10.1542/peds.2014-1864
Hosaini, H., Hamzah, H., Efendi, Moch. Y., Simbolon, N. Y., & Sutiapermana, A. (2024). Tawheed-based pedagogy: Empowering Islamic education through community engagement and pesantren tradition. Journal of Human and Education (JAHE), 4(4), 844–852. https://doi.org/10.31004/jh.v4i4.1110
Houbre, B., Tarquinio, C., Thuillier, I., & Hergott, E. (2006). Bullying among students and its consequences on health. European Journal of Psychology of Education, 21(2), 183–208. https://doi.org/10.1007/BF03173576
Houchins, D. E., Oakes, W. P., & Johnson, Z. G. (2016). Bullying and students with disabilities: A systematic literature review of intervention studies. Remedial and Special Education, 37(5), 259–273. https://doi.org/10.1177/0741932516648678
Iotti, N. O., Thornberg, R., Longobardi, C., & Jungert, T. (2020). Early adolescents’ emotional and behavioral difficulties, student–teacher relationships, and motivation to defend in bullying incidents. Child and Youth Care Forum, 49(1), 59. https://doi.org/10.1007/s10566-019-09519-3
Kistoro, H. C. A., Zamroni, Istiyono, E., Latipah, E., & Burhan, N. M. (2023). Islamic character education: Mapping and networking data using bibliometric analysis. Jurnal Pendidikan Agama Islam, 20(2), 195–214. https://doi.org/10.14421/jpai.v20i2.8027
Kurniawan, L., Sutanti, N., & Nuryana, Z. (2022). Symptoms of post-traumatic stress among victims of school bullying. International Journal of Public Health Science (IJPHS), 11(1), 263. https://doi.org/10.11591/ijphs.v11i1.20997
Lu, L., Fei, L., Ye, Y., Liao, M., Chang, Y., Chen, Y., Zou, Y., Li, X., & Zhang, R. (2022). Psychological resilience may be related to students’ responses to victims of school bullying: A cross-sectional study of Chinese grade 3–5 primary school students. International Journal of Environmental Research and Public Health, 19(23). https://doi.org/10.3390/ijerph192316121
Mariyono, D. (2024). Multicultural values: Meeting point of two forces in developing Islamic education. Quality Education for All, 1(1), 46–69. https://doi.org/10.1108/QEA-02-2024-0018
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods source book (fourth edition, international student edition). SAGE.
Nickerson, A. B. (2019). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School Mental Health, 11(1), 15–28. https://doi.org/10.1007/s12310-017-9221-8
Nordin, M. N., Shafie, A. A. H., Khalid, N. F., Hanafi, N. H. M., & Baharudin, S. M. (2023). Best theories practice of guidance and counseling for special need students in special education school. International Journal of Professional Business Review, 8(5), e01442. https://doi.org/10.26668/businessreview/2023.v8i5.1442
O’Brien, N., & Doyle, A. (2023). Exploring school bullying: Designing the research question with young co-researchers. Social Sciences, 12(5), 276. https://doi.org/10.3390/socsci12050276
Rahman, S. F. B. A., & Smith, J. (2024). The impact of Islamic values-based management on educational quality in Islamic schools. JMPI: Jurnal Manajemen, Pendidikan dan Pemikiran Islam, 2(2), 89–100. https://doi.org/10.71305/jmpi.v2i2.83
Robinson, L. E., Clements, G., Drescher, A., El Sheikh, A., Milarsky, T. K., Hanebutt, R., Graves, K., Delgado, A. V., Espelage, D. L., & Rose, C. A. (2023). Developing a multi-tiered system of support-based plan for bullying prevention among students with disabilities: Perspectives from general and special education teachers during professional development. School Mental Health, 15(3), 826–838. https://doi.org/10.1007/s12310-023-09589-8
Rofiah, C., & Bungin, B. (2021). Qualitative methods: Simple research with triangulation theory design. Develop, 5(1), 25. https://doi.org/10.25139/dev.v5i1.3690
Samara, M., Nascimento, B. D. S., El-Asam, A., Hammuda, S., & Khattab, N. (2021). How can bullying victimisation lead to lower academic achievement? A systematic review and meta-analysis of the mediating role of cognitive-motivational factors. International Journal of Environmental Research and Public Health, 18(5), 1. https://doi.org/10.3390/ijerph18052209
Stoltz, P. G. (1997). Adversity quotient: Turning obstacles into opportunities. John Wiley & Sons.
Sutarman, S., Tjahjono, H. K., & Hamami, T. (2017). The implementation of holistic education in Muhammadiyah’s madrasah Indonesia. Dinamika Ilmu, 191–203. https://doi.org/10.21093/di.v17i2.856
Tsani, I., Sufirmansyah, S., Makmur, M., & Ina, A. (2024). Evaluating the integration of Islamic values in primary education: A logic model approach. Jurnal Pendidikan Islam, 10(1), 87–100. https://doi.org/10.15575/jpi.v10i1.34238
Wahidi, R., & Syahidin, S. (2024). Uswah hasanah learning model and its implementation in learning Islamic religious education: Model pembelajaran uswah hasanah dan implementasinya dalam pembelajaran pendidikan agama Islam. Civilization Research: Journal of Islamic Studies, 3(1), 1–24. https://doi.org/10.61630/crjis.v3i1.41
Yusuf, M., Ali, N., & Nur, M. A. (2024). Integrative curriculum management in shaping Muslim character in pesantren. Ta’dib: Jurnal Pendidikan Islam, 28(2), 136–149. https://doi.org/10.19109/td.v28i2.20122
170
Views
92
Downloads
