ABSTRAK

Afif Alauddin, 2026. Konsep Kehidupan Unggul Dalam Life Excellence Karya Reza M. Syarief Dan Teori Psikologi Positif Model Perma Karya Martin Seligman Serta Relevansinya Terhadap Pengembangan Pendidikan Islam. Tesis Program Studi Magister Pendidikan Agama Islam Pascasarjana Universitas Muhammadiyah Ponorogo, Pembimbing 1 Dr. Happy Susanto, MA, dan Pembimbing 2 Dr. Anip Dwi Saputro, M.Pd.

Kata Kunci : Life Excellence, Psikologi Positif, Pengembangan Pendidikan Islam

Penelitian ini bertujuan untuk mengkaji konsep kehidupan unggul dalam buku life excellence karya Reza M. Syarief dan teori psikologi positif model PERMA karya Martin Seligman, serta menelaah relevansinya terhadap pengembangan pendidikan Islam. Kajian ini dilatarbelakangi oleh kebutuhan pendidikan Islam akan paradigma holistik yang tidak hanya menekankan aspek kognitif-normatif, melainkan juga memperhatikan kesejahteraan psikologis, makna hidup, dan pembentukan karakter peserta didik di tengah dinamika modernitas yang kompleks.
Metode penelitian yang digunakan adalah kualitatif dengan jenis studi pustaka (library research). Sumber data primer meliputi buku life excellence dan karya utama Seligman mengenai model PERMA, sedangkan data sekunder bersumber dari jurnal terakreditasi dan literatur akademik yang relevan. Pengumpulan data dilakukan melalui dokumentasi, yang selanjutnya dianalisis menggunakan teknik analisis isi (content analysis) serta analisis komparatif-konseptual untuk mengidentifikasi persamaan, perbedaan, dan titik temu kedua konsep.
Hasil penelitian menunjukkan bahwa life excellence menekankan optimalisasi potensi diri, kejelasan tujuan, dan kontribusi sosial, sementara model PERMA menggarisbawahi emosi positif, keterlibatan, relasi, makna, dan pencapaian. Kedua konsep ini berkonvergi dalam memandang kehidupan unggul sebagai proses pembangunan manusia yang komprehensif. Selain itu, nilai-nilai di dalamnya selaras dengan prinsip pendidikan Islam, seperti keseimbangan duniawi-ukhrawi dan pembentukan akhlak mulia. Kesimpulannya, integrasi kedua konsep ini sangat relevan dan berpotensi menjadi landasan konseptual bagi pengembangan pendidikan Islam yang holistik, humanis, dan kontekstual tanpa mengabaikan nilai spiritualitasnya.

ABSTRACT

Afif Alauddin, 2026. The Concept of Life Excellence in the Book Life Excellence by Reza M. Syarief and the Theory of Positive Psychology: The PERMA Model by Martin Seligman, and Their Relevance to the Development of Islamic Education. Thesis for the Master’s Program in Islamic Education at the Graduate School of Muhammadiyah University of Ponorogo, Advisor 1 Dr. Happy Susanto, MA, and Advisor 2 Dr. Anip Dwi Saputro, M.Ed.
Keywords: Life Excellence, Positive Psychology, Islamic Education Development.

This study aims to examine the concept of "life excellence" in Reza M. Syarief’s life excellence and Martin Seligman’s PERMA model of positive psychology, alongside analyzing its relevance to the development of Islamic education. This research is motivated by the critical need within Islamic education for a holistic paradigm that transcends cognitive and normative emphases to actively foster psychological well-being, personal meaning, and character building amidst the complex dynamics of modernity.
This study employs a qualitative approach with a library research design. Primary data sources include the book life excellence and Seligman’s foundational works on the PERMA model, while secondary data are drawn from accredited journals and relevant academic literature. Data were collected through documentation and subsequently analyzed using content analysis and comparative-conceptual techniques to identify similarities, differences, and points of convergence between the two frameworks.
The results indicate that life excellence emphasizes the optimization of self-potential, clarity of purpose, and social contribution, whereas the PERMA model underscores positive emotions, engagement, relationships, meaning, and accomplishment. Both concepts converge in viewing an excellent life as a comprehensive process of human development. Furthermore, their inherent values align with Islamic educational principles, such as the equilibrium between worldly (dunyawi) and otherworldly (ukhrawi) dimensions and the cultivation of noble character (akhlak mulia). In conclusion, the integration of these two frameworks is highly relevant and holds significant potential to serve as a conceptual foundation for developing a holistic, humanistic, and contextual Islamic education without disregarding its spiritual values.