The Effectiveness of Controlled Dhikr-Based Islamic Counseling in Reducing Students’ Academic Anxiety
DOI:
https://doi.org/10.35335/qyth1f48Keywords:
Dhikr-Based Counseling, Academic Anxiety, Islamic Psychology, Spiritual Coping, Student Mental HealthAbstract
This study investigates the effectiveness of controlled dhikr-based Islamic counseling in reducing academic anxiety among Muslim students. While conventional counseling approaches such as cognitive-behavioral therapy (CBT) and relaxation techniques are commonly used, they often lack spiritual relevance for Muslim students whose coping strategies are deeply rooted in religious belief. Drawing from both psychological theory and Islamic psychology, this research integrates the principles of nafs (self), qalb (heart), and dhikr (remembrance of Allah) to provide a holistic and culturally grounded approach to managing anxiety. The study employed a quasi-experimental design using pre-test and post-test measures with a control group. Participants consisted of Muslim university students identified as experiencing moderate to high levels of academic anxiety. Standardized academic anxiety scales were administered alongside qualitative feedback to evaluate the psychological and spiritual impact of the sessions. Data were analyzed using paired t-tests and thematic analysis. The findings revealed a significant reduction in academic anxiety among students who received the dhikr-based counseling intervention compared to those in the control group. Participants reported increased calmness, focus, and a sense of spiritual tranquility (sakinah). This study provides empirical support for the integration of Islamic spirituality within counseling frameworks, offering a culturally and spiritually relevant mental health approach for Muslim students. It contributes to the development of Islamic psychology and educational counseling by demonstrating that dhikr-based interventions can effectively bridge faith and psychological science. The results also offer practical guidance for counselors and educators in Islamic institutions to implement faith-based strategies that promote students’ academic success and emotional well-being.
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