There's a widespread assumption that the current generation is considered "less resilient" compared to previous generations. This assumption becomes even more evident when numerous studies report that Generation Z has weaker mental health than previous generations.
For example, data from the McKinsey Health Institute indicates that many Gen Z respondents—worldwide—report poor mental, social, and spiritual health (Salsabila, 2023).

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Mental health issues have also become a highly discussed issue globally. Ipsos Global, as cited by Databoks, reported that in 2023, research showed that 44% of respondents from 31 countries considered mental health to be their most concerning health issue (Muhammad, 2023). In Indonesia, Ahmad Arif's article in a Kompas column stated that mental health issues plague Gen Z Indonesia, ranging from cases of people with mental disorders (ODGJ) to mental health that can lead to suicide (Arif, 2023).

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This issue is undoubtedly a significant undertaking for the Indonesian government and all elements of the nation, especially the education sector. This is because Gen Z is currently predominantly in their teens and young adults, who are currently attending school. Therefore, schools—in this context—have a vital role to play in analyzing the appropriate educational process to ensure a better understanding of mental health issues, thus fostering mental resilience in students.

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Moreover, for Islamic education, mental health should certainly be a central issue that needs to be discussed. For Islamic education, mental health is like a double-edged sword. One attacks the very existence of Islamic education, and the other attacks the very existence of Islamic teachings and values, which, conceptually, are always the solution to every problem faced by the community.

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Two problems of Islamic education today

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As a vehicle and component of Islamic da'wah, Islamic education is at the forefront of addressing the community's challenges. Mental health issues should undoubtedly be concern for Islamic education. After all, realizing the educational goals of educating the nation and developing noble morals requires a foundation in student health, both physical and mental.

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Mental health is a state of emotional and psychological well-being, enabling individuals to utilize their cognitive and emotional abilities stably (Yusuf et al., 2022). Mental health is also defined as a state in which a person is aware of their own abilities, able to cope with normal life stressors, can work productively, and can contribute to their social environment (Tyora, 2021). This means that a healthy or personally resilient mental state is essential for every individual because it will impact their personal success and contribution to others.

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Thus, mental health issues are also correlated with students' self-development. When their mental health is well-developed, students have the potential to improve their self-development. Conversely, if their mental health is poor, their potential for self-development is also poor. Therefore, in this context, Islamic education also bears greater responsibility, as Abdurrahman Al-Nahlawi defines education as an effort to develop all human potential, namely by directing all natural qualities and potentials toward perfection ( al-insanal-kamil ) (Al-Nahlawi, 1979).

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In this context, Islamic education plays a crucial role as an active promoter in preventive efforts against mental health issues. Despite mental health often being used as a shield for "non-productivity"—laziness, idleness, and the like—adolescents, with all their existential challenges, need support and guidance. It is in this context that Islamic education needs to be proactively present; the education system needs to address all the needs of Gen Z, ensuring they are mentally healthy and able to develop and adapt to the rapid advancements of this modern era.

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Islamic Education for Gen Z: Revitalization and Contextualization

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Examining the causes of mental disorders, one of the most influential aspects is the existential challenges faced by Gen Z. They need a listening ear, direction, guidance, and a place to lean on and return to from their troubles. In this regard, Islam, a religion deeply concerned with mental and spiritual issues, has a potential role to play. Islam should serve as the foundation and direction for every Gen Z individual's life, and a place to lean on for support in all their troubles.

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Likewise, if Islam tends to "fail" to become a way of life for Gen Z, this represents a failure of the Islamic education process—as a path to understanding Islam. According to Abuddin Nata's thesis, this failure is fundamentally rooted in a shift in Islamic educational values ​​and errors in the learning process. Nata emphasized that Islamic religious learning should not be confined to the cognitive realm, lacking spiritual nuances, but rather emphasize understanding, appreciation, and practice (Nata, 2022).

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To achieve this learning, one relevant model is contextual learning. This contextual model needs to be applied to every Islamic subject. The goal is for students to better understand Islamic teachings because the explanations are more relevant and relevant to their lives. This means that Islamic teachings are not merely dogmatic but can also be experienced naturally. Ultimately, students—in this case, Gen Z—will see how Islam truly is close and provides solutions to all their problems.

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As for active and sustainable preventive measures, the author sees at least two things that Islamic education needs to do. First, optimize madrasah-based mental health services. This effort means that Islamic educational institutions, particularly madrasahs, need to provide services that are actively prepared and responsive to mitigating mental health issues. This means that Islamic Religious Affairs teachers and Guidance and Counseling (BK) teachers play a crucial role. Both need to work together in implementing all mental health service processes.

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Second, optimizing the role of social media as a means of Islamic education. This effort is part of filling the void in Islamic values ​​and teachings on social media. This effort is crucial considering that the majority of social media users are Gen Z, and it is also one of the main causes of the rise in mental disorders among Gen Z due to the rapid flow of information and unwise use of it (Yusuf et al., 2022). Therefore, optimizing social media is a crucial mission for all Islamic education administrators in Indonesia.

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Ultimately, the author believes that Islam is the solution to every problem. As Zakiah Darajat (1967) put it, the only way to mitigate today's moral and mental problems is to revitalize or re-absorb all religious guidance. How important the light of religion is for the spiritual, acting as a beacon of light to restore peace of mind ( al-nafs al-muthmainnah ). Islamic teachings are always relevant, and Islamic education should be as well. And Allah knows best.

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Reference

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Al-Nahlawi, A. (1979). Ushulal-Tarbiyah al-Islamiyah wa Asalibiha. Damascus: Dar al-Fikr.

‍ Arif
Kompas: https://www.kompas.id/baca/humaniora/2023/07/09/krisis-kesehatan-mental-menghantui-generasi-z-indonesia

‍ Darajad

Muhammad, N. (2023, October 5). Mental Health, the Health Problem that Most Concerns World Citizens 2023. Jakarta, DKI Jakarta, Indonesia.

Nata, A. (2022). Building Superior and Highly Competitive Islamic Education: Policy Analysis and Selected Capita of Islamic Education in Indonesia. Jakarta: Kencana.

Salsabila, R. (2023, August 14). The Main Reasons Gen Z is Vulnerable to Mental Problems According to a Study. Jakarta, DKI Jakarta, Indonesia.

Tyora, F. (2021). The Influence of Cyberbullying on Social Media on Mental Health. Journal of Research on Pancasila and Citizenship Education, 1(8), 1-12.

Yusuf, M., Rahmadani, AL, Lestari, Y., & Kurniawan, DS (2022). The Urgency of Islamic Education in Maintaining Adolescent Health in School Environments in the Era of Social Media. IQ Journal of Islamic Education, 5(1), 1-17.

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