<![CDATA[AbtrakKesehatan mental peserta didik menjadi isu penting dalam pendidikan karena tekanan akademik, paparan digital, dinamika relasi sosial, dan perubahan perkembangan dapat memengaruhi keterlibatan, kesejahteraan, serta kebermaknaan belajar. Penelitian ini bertujuan menganalisis hubungan konseptual antara kesehatan mental, kecerdasan emosional, dan Pendidikan Islam serta merumuskan implikasi pedagogis yang dapat diterapkan guru tanpa mengambil alih peran tenaga kesehatan mental profesional. Penelitian menggunakan pendekatan kualitatif dengan desain tinjauan literatur integratif terhadap artikel jurnal, buku akademik, bab buku, dan laporan lembaga kredibel yang diterbitkan pada 2016–2026. Literatur ditelusuri melalui kata kunci kesehatan mental, kecerdasan emosional, pembelajaran sosial-emosional, psikologi Islam, kesejahteraan psikologis, dan Pendidikan Islam. Sumber diseleksi berdasarkan relevansi, kredibilitas, ketersediaan teks lengkap, serta keterkaitannya dengan peserta didik, pendidik, kurikulum, dan proses pembelajaran. Data dianalisis menggunakan analisis isi kualitatif dan analisis tematik melalui pengodean, pengelompokan kategori, penentuan tema, peninjauan tema, dan sintesis konseptual. Hasil kajian menunjukkan bahwa kesehatan mental tidak hanya berarti ketiadaan gangguan, tetapi mencakup kemampuan mengenali emosi, mengelola tekanan, membangun relasi sehat, belajar secara produktif, dan menemukan makna hidup. Kecerdasan emosional berfungsi sebagai mekanisme protektif dan pedagogis melalui kesadaran diri, pengaturan diri, empati, keterampilan relasional, dan pengambilan keputusan bertanggung jawab. Dalam Pendidikan Islam, kompetensi tersebut memperoleh orientasi etik-spiritual melalui muhasabah, sabar, rahmah, amanah, tawakal, dan adab. Penelitian ini menawarkan kerangka integratif berupa pemeriksaan emosi, refleksi nilai, latihan regulasi emosi, dialog empatik, pembelajaran kolaboratif, penciptaan kelas aman, dan sistem rujukan profesional. Integrasi ini mendukung pembelajaran yang humanis, religius, inklusif, dan responsif terhadap kebutuhan psikologis peserta didik serta memperkuat perkembangan intelektual, sosial, moral, dan spiritual mereka.Kata kunci: Kesehatan Mental; Kecerdasan Emosional; Pendidikan Islam; Pembelajaran; Pedagogi HumanisAbstractStudents’ mental health has become an educational concern because academic pressure, digital exposure, social relationships, and developmental transitions can affect engagement, well-being, and learning. This study aims to analyze the relationship between mental health, emotional intelligence, and Islamic education and to formulate pedagogical implications that teachers can apply without assuming the clinical role of mental health professionals. The study employs a qualitative approach using an integrative literature review of journal articles, academic books, book chapters, and reports published by institutions between 2016 and 2026. Literature was identified through keywords related to mental health, emotional intelligence, social-emotional learning, Islamic psychology, psychological well-being, and Islamic education. Sources were selected according to relevance, credibility, full-text availability, and their connection to students, teachers, curricula, and learning processes. Data were analyzed through content analysis and thematic analysis involving coding, category development, theme identification, theme review, and conceptual synthesis. The findings indicate that mental health in education should not be understood merely as the absence of disorders, but as the capacity to recognize emotions, manage pressure, establish healthy relationships, learn productively, and construct meaning. Emotional intelligence functions as a protective and pedagogical mechanism through self-awareness, self-regulation, empathy, relationship skills, and responsible decision-making. Within Islamic education, these competencies gain ethical and spiritual direction through muhasabah, patience, compassion, trustworthiness, reliance on God, and adab. The study proposes an integrative framework encompassing emotional check-ins, value reflection, emotion-regulation exercises, empathetic dialogue, collaborative learning, safe classrooms, and professional referral systems. This integration supports humanistic, religious, inclusive, and psychologically responsive Islamic education.Keywords: Mental Health; Emotional Intelligence; Islamic Education; Learning; Humanistic Pedagogy]]>
