A. Hubungan antara Praktik Spiritual dan Kesejahteraan Terhadap Psikologis Mahasiswa dan Dosen

Abstract

This study aims to explore the relationship between spiritual practices—such as prayer, meditation, self-reflection, and religious worship—and psychological well-being among master’s students and graduate-level lecturers. It also examines the contribution of spirituality as an educational approach in helping individuals cope with academic stress, construct meaning in learning, and maintain sustainable mental health. Furthermore, the study highlights the potential integration of spiritual values into academic culture as part of holistic and humanistic education.

A mixed-methods approach was employed in this research. Quantitative data were collected from 120 master’s students and lecturers in West Java using the Spiritual Well-being Scale and Ryff’s Psychological Well-being Scale, and analyzed through Pearson correlation and simple linear regression. Qualitative data were obtained through in-depth interviews with 12 participants who actively engage in spiritual practices, aiming to explore personal experiences related to inner calm, academic motivation, and the balance between academic and personal roles.

The results indicate a significant positive correlation between spiritual practices and psychological well-being (r = 0.65, p < 0.01). The dimensions of spiritual awareness, spiritual activities, and existential well-being significantly contributed to self-acceptance, purpose in life, and environmental mastery. Qualitative findings reveal that spiritual practices function as reflective spaces within the educational process, helping individuals manage academic stress, cultivate gratitude, and strengthen meaning in learning and teaching.

This study concludes that spiritual practices hold substantial educational value in supporting mental health in higher education. Integrating spirituality into academic ecosystems—through institutional policies, student support services, and learning cultures—has the potential to reinforce humanistic education and foster master’s students and lecturers who are not only academically competent but also mentally healthy, resilient, and purposeful lifelong learners and educators.