Self-acceptance and sexual disorientation in adolescents: integrating Ibn Miskawaih’s al-dini al-‘aqlani and humanistic Islamic educational psychology

Alfita Choirun Amalia; Musbirotun Ni’mah; Catur Lestari Wijayanti; A. Nasih Ahbab; M. Yunus Abu Bakar

doi:10.25299/althariqah.2026.vol11(1).26188

Authors

Alfita Choirun Amalia Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia
Musbirotun Ni’mah Institut Agama Islam YPBWI Surabaya, Indonesia
Catur Lestari Wijayanti Sekolah Tinggi Agama Islam Alif Laam Miim Surabaya, Indonesia
A. Nasih Ahbab Institut Agama Islam Riyadlotul Mujahidin Ngabar Ponorogo, Indonesia
M. Yunus Abu Bakar Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

DOI:

https://doi.org/10.25299/althariqah.2026.vol11(1).26188

Keywords:

Ibn Miskawaih, sexual disorientation, tazkiyatun nafs, self-acceptance

Abstract

This study aims the relevance of Ibn Miskawaih's concept of al-dīnī al-'aqlānī in understanding self-acceptance among Muslim adolescents experiencing sexual disorientation. Using a phenomenological qualitative approach, data were collected through in-depth interviews and analyzed through reduction, categorization, and meaning interpretation within the tazkiyatun nafs framework. The findings reveal that sexual disorientation generates profound tension between self-acceptance needs and religious guilt, yet religiosity can serve as a constructive spiritual resource when freed from social judgment. The novelty of this study lies in its transdisciplinary integration of Ibn Miskawaih's tazkiyatun nafs with humanistic self-acceptance theory a synthesis previously untheorized in Muslim adolescent identity counseling, proposing that spiritual happiness (sa'ādah) is inseparable from the balance between rationality, morality, and mental health. This integration reframes religion not as a source of moral pressure, but as a private reflective space supporting emotional regulation. These findings recommend a spiritual-humanistic mentoring model for Islamic education and counseling settings, with implications for developing empathetic, non-discriminatory character education strategies for adolescents with diverse identity backgrounds.

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