The Integration of Self-Directed Learning and Mind Skills in the Development of Islamic Character among Guidance and Counseling Students

Abstract

This study explores the integration of self-directed learning (SDL) and mind skills as a strategic approach to fostering Islamic character development among guidance and counseling students. Utilizing a qualitative methodology grounded in an extensive literature review, this paper examines theoretical and empirical sources to understand how autonomous learning processes and cognitive-emotional competencies contribute to religious moral formation. SDL empowers students to take responsibility for their personal and academic growth, enhancing internal motivation, critical thinking, and reflective practices. Meanwhile, mind skills—encompassing self-awareness, emotional regulation, metacognition, and empathy—serve as vital tools in aligning students' behaviors with Islamic ethical principles. The review reveals that the synergy between SDL and mind skills facilitates the holistic development of character traits such as sincerity (ikhlas), discipline (istiqamah), and responsibility (amanah), which are central to Islamic education. Moreover, the findings highlight the importance of creating supportive educational environments that encourage independent learning while nurturing spiritual values. Integration occurs most effectively when learning frameworks intentionally embed character education within student-centered pedagogies. The article concludes by recommending curriculum models that blend SDL strategies with Islamic value-based content, emphasizing the role of educators as facilitators in guiding students toward both academic excellence and spiritual integrity. This study offers valuable insights for curriculum designers, Islamic educators, and counseling professionals aiming to cultivate ethically grounded, self-motivated graduates.