Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools
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| Title: | Cognitive Religious Alignment in Expressive Writing: Insights from Islamic Schools |
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| Language: | English |
| Authors: | Redite Kurniawan (ORCID |
| Source: | Reading & Writing: Journal of the Literacy Association of South Africa. 2025 16(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Religious Education, Islam, Expressive Language, Writing (Composition), Cognitive Development, Religious Factors, Cognitive Processes, Emotional Response, Anxiety, Writing Attitudes, Stress Management, Problem Solving, Resilience (Psychology), Emotional Development, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 2079-8245 2308-1422 |
| Abstract: | Background: The integration of religious education with cognitive development strategies has become a growing area of interest, particularly within Islamic schools. Understanding how religious concepts influence cognitive and emotional processes through expressive writing, can provide valuable insights into the holistic development of students. Objectives: This study aims to explore the cognitive religious alignment in students within Islamic schools, focusing on how religious teachings embedded in expressive writing exercises, influence their cognitive and emotional capabilities, particularly in managing anxiety and enhancing problem solving and resilience. Method: This study involved 111 participants from three different Islamic schools in Indonesia. A qualitative approach was used to analyse students' writings to identify the influence of religious concepts on cognitive and emotional development. Results: The findings indicate that students who engaged with religious teachings through expressive writing, demonstrated improved emotional regulation, resilience, and cognitive problem-solving skills. The integration of Islamic concepts provided a framework for students to navigate anxiety and emotional challenges effectively, contributing to both their academic and spiritual growth. Conclusion: The study concludes that the integration of religious content into expressive writing interventions is effective in supporting the holistic development of students in Islamic schools. It enhances their cognitive and emotional capabilities while fostering spiritual growth. Contribution: This research contributes to the understanding of how religious education can be effectively combined with cognitive and expressive development strategies. It offers a framework for implementing religiously informed expressive writing interventions, that support the holistic development of students in Islamic educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478449 |
| Database: | ERIC |
| Abstract: | Background: The integration of religious education with cognitive development strategies has become a growing area of interest, particularly within Islamic schools. Understanding how religious concepts influence cognitive and emotional processes through expressive writing, can provide valuable insights into the holistic development of students. Objectives: This study aims to explore the cognitive religious alignment in students within Islamic schools, focusing on how religious teachings embedded in expressive writing exercises, influence their cognitive and emotional capabilities, particularly in managing anxiety and enhancing problem solving and resilience. Method: This study involved 111 participants from three different Islamic schools in Indonesia. A qualitative approach was used to analyse students' writings to identify the influence of religious concepts on cognitive and emotional development. Results: The findings indicate that students who engaged with religious teachings through expressive writing, demonstrated improved emotional regulation, resilience, and cognitive problem-solving skills. The integration of Islamic concepts provided a framework for students to navigate anxiety and emotional challenges effectively, contributing to both their academic and spiritual growth. Conclusion: The study concludes that the integration of religious content into expressive writing interventions is effective in supporting the holistic development of students in Islamic schools. It enhances their cognitive and emotional capabilities while fostering spiritual growth. Contribution: This research contributes to the understanding of how religious education can be effectively combined with cognitive and expressive development strategies. It offers a framework for implementing religiously informed expressive writing interventions, that support the holistic development of students in Islamic educational settings. |
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| ISSN: | 2079-8245 2308-1422 |
