Eksplorasi Strategi Regulasi Emosi Berbasis Integrasi Islam pada Guru Pendidikan Anak Usia Dini di Sekolah Kb Ahsanu ‘Amala Sidoarjo

Abstract

Early Childhood Education (ECE) teachers face various emotional demands during the learning process, requiring emotion regulation skills to maintain the quality of interactions with their students. In Islamic educational institutions, emotion regulation is influenced by both psychological mechanisms and Islamic values that serve as the foundation of the teaching profession. This study aims to explore Islamic integration based emotion regulation strategies among ECE teachers at KB Ahsanu 'Amala Sidoarjo by describing their implementation and exploring teachers' experiences and interpretations when handling emotional dynamics in teaching practices. The conceptual framework synthesizes Gross's Process Model of Emotion Regulation with the Islamic perspective derived from the Qur'an, Hadith, and scholars, particularly Ibn Qayyim al-Jawziyyah. Using a descriptive qualitative approach with Braun and Clarke's thematic analysis, this study employed a total sampling of seven educational personnel at KB Ahsanu 'Amala Sidoarjo, comprising five classroom teachers, a school principal, and an administrative staff member who also acted as a substitute teacher. Data collected through in-depth interviews, observations, and documentation were analyzed thematically. Data trustworthiness was ensured through methodological triangulation, member checking, and peer review. Findings indicate that teachers regulated their emotions by taking pauses, managing physical conditions, understanding students' perspectives, and separating personal from professional issues. These strategies are integrated with Islamic values, namely husnuẓan, empathy, ṣabr, kaẓmu al-ghayẓ, dhikr, du'a, muhasabah, and tawakkul, as well as interpreting the profession as an amanah and ibadah. Support from family, colleagues, and parents also facilitated teachers' emotion regulation. This study demonstrates that Islamic integration-based emotion regulation combines psychological, moral, and spiritual dimensions, thereby shaping reflective emotion management, professional meaningfulness, and the strengthening of noble character in ECE teachers' professional practices.