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All Journal Edunesia : jurnal Ilmiah Pendidikan International Journal of Islamic Educational Psychology
Juliati, Ade Putri
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The PERMA+I Model as an Islamic Values-Based Positive Education Framework: An Ethnographic Study at Edufic Alhail, Hadi; Fathiyah, Kartika Nur; Juliati, Ade Putri; Pertiwi, Sekar Ayu Fajar; Hayundaka, Anandam; Muhladin, Hildan; Almedy, Taufik Hidayat
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28769

Abstract

This study explores how the concept of positive education is perceived and implemented by leaders and teaching staff at the non-formal educational institution Edufic. Positive education integrates the principles of positive psychology into the learning process to enhance students’ well-being, learning motivation, and academic achievement. Using a qualitative ethnographic design, data were collected through in-depth interviews and participatory observation and then analyzed using Spradley’s model, which includes semantic, domain, taxonomic, componential, and thematic analyses. Data validity was ensured through triangulation until saturation was reached. The findings revealed that positive education at Edufic is designed to develop Islamic literacy through the integration of the UK and Al-Azhar curricula, with a focus on promoting positive emotions. The concept is perceived through six main sub-domains: (1) happiness, love of learning, optimism, flow, and enthusiasm; (2) curiosity and interest; (3) support, empathy, acceptance, and appreciation; (4) purposeful and systematic behavior; (5) productivity, motivation, and success; and (6) monotheism and piety. The integration of Islamic values expands the meaning of each PERMA+I domain—Positive Emotion, Engagement, Relationship, Meaning, Accomplishment, and Islamic Value through concepts such as tawhid, akhlaq, and worship. Overall, Edufic’s system does not adopt a secular view that separates knowledge from religion; rather, it integrates Islamic values as the essence of faith and moral beauty within the PERMA model. Thus, the adaptation of the PERMA+I model bridges Western positive psychology with Islamic spirituality, creating a holistic, contextual, and transcendental framework for positive education in non-formal settings.
Evaluating the Fun School Movement (GSM) Using the Discrepancy Evaluation Model in Junior High Schools Zamzami, Zamzami; Pusporini, Widowati; Laksita, Ghany Desti; Juliati, Ade Putri; Kiram, Muhammad Zawil
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1596

Abstract

This study aims to evaluate the implementation of the Fun School Movement (GSM) program at public junior high schools in Kulon Progo Regency. The evaluation assesses the achievements and barriers within four key components of GSM: learning environment, pedagogical practices, character development, and school connectedness. The method used is Provus' Discrepancy Evaluation Model (DEM) with a mixed-methods approach, involving 3 principals, 28 teachers, and 288 students. Data were collected through interviews, observations, questionnaires, and document reviews, and analyzed using qualitative analysis and descriptive statistics. The results show that the GSM program successfully created a more positive learning environment, with an average achievement of 75.64% across the three schools, and supported student character development, with an average score of 77.92%. However, the main challenges included varying levels of understanding among teachers, low parental involvement, and the need for further teacher training. The implications of this study emphasize the need for continuous teacher training and increased parental involvement to support the more effective and sustainable implementation of GSM.
Co-Authors Alhail, Hadi Almedy, Taufik Hidayat Hayundaka, Anandam Kartika Nur Fathiyah Kiram, Muhammad Zawil Laksita, Ghany Desti Muhladin, Hildan Pertiwi, Sekar Ayu Fajar Widowati Pusporini, Widowati Zamzami