Implementation of the Muraqabah Technique in Islamic Religious Education to Cope with Academic Stress for Vocational High School Students in Jakarta in the Digital Age

Abstract

This study aims to analyze the implementation of the muraqabah technique in Islamic Religious Education and its impact on academic stress among vocational high school students in Jakarta in the digital age. This study employed a descriptive qualitative approach involving Islamic Religious Education teachers and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of the muraqabah technique was carried out through habituation activities, self-reflection, regular zikir, spiritual guidance, and the integration of muraqabah values into classroom learning. These practices encouraged students to develop greater self-awareness, self-discipline, emotional regulation, and responsibility in their academic activities. Prior to the implementation of the technique, many students experienced low learning motivation, difficulty concentrating, anxiety regarding academic demands, and challenges in controlling their use of social media. Following participation in muraqabah-based learning activities, students demonstrated improved emotional stability, increased learning motivation, better concentration, stronger self-discipline, and greater confidence in managing academic challenges. The implementation of the muraqabah technique also contributed to reducing academic stress while strengthening students’ spiritual and psychological well-being.