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All Journal Empathy : Jurnal Fakultas Psikologi Jurnal Pendidikan Islam Al-Ibrah : Jurnal Pendidikan dan Keilmuan Islam Madinah: Jurnal Studi Islam JURNAL EDUCAZIONE : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling ARMADA : Jurnal Penelitian Multidisiplin Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Edukasi Al Yasini: Jurnal Keislaman, Sosial, Hukum dan Pendidikan
Surawan Surawan
Universitas Islam Negeri Palangka Raya, Indonesia
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Religiosity and Religious Commitment in the Consistency of Student Worship Practices: An Analysis of Religious Psychology Fazrah Ainun Nisa; Andini Indah Hasanah; Esa Nur Cahyani; Surawan Surawan
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 2 (2026): Mei
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i2.510

Abstract

The consistency of students’ worship practices often fluctuates even though they possess adequate religious understanding. This condition indicates that cognitive understanding of religion alone does not necessarily guarantee stable religious behavior. This study aims to analyze the relationship between religiosity and religious commitment with the consistency of students’ worship practices, as well as to examine the simultaneous influence of these variables from the perspective of the psychology of religion. The study employed a quantitative approach using an explanatory research design. The sample consisted of 50 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire and multiple linear regression with the assistance of SPSS software. The results show that religiosity and religious commitment have a strong relationship with the consistency of students’ worship practices and simultaneously have a significant influence with a contribution of 48.3%. These findings indicate that the consistency of students’ worship practices is not only influenced by the level of religiosity but also by religious commitment that encourages the internalization of religious values in daily life.
Hubungan Resiliensi Akademik dan Stres Akademik pada Mahasiswa Pendidikan Agama Islam Munawarah Munawarah; Nazwa Salsabilla; Noviani Hidayah; Surawan Surawan
Jurnal Educazione : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling Vol. 14 No. 1 (2026): Mei
Publisher : FKIP Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/edu.v14i1.5567

Abstract

This article was written to examine the relationship between academic resilience and academic stress among Islamic Education students at UIN Palangka Raya. This study focuses on the high academic demands that have the potential to cause academic stress among students during the course of their studies. To address this issue, the study employs the theoretical framework of resilience proposed by Howard and Johnson, while the theory of academic stress is based on Bernadette M. Gadzella’s work. Research data were collected from 51 respondents using purposive sampling and analyzed quantitatively via Spearman’s rho correlation test. The results reveal a strong positive correlation between academic resilience and academic stress (r = 0.584; p = 0.000). These findings warrant further research into the protective functions of academic resilience.
Religious awareness as a cognitive anchor for moral resilience: Evidence from vocational school students in Indonesia Zamzam Badrouzzaman; Yoga Tri Cahyono; Umi Muthiyah Wardatul Janah; Rodhia Dyah Hesti; Surawan Surawan
Empathy : Jurnal Fakultas Psikologi Vol. 9 No. 2 (2026): June Edition
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/empathy.v9i2.32067

Abstract

Moral resilience is a critical aspect of adolescent development, particularly within vocational education contexts characterized by substantial social and professional pressures. However, the psychological mechanisms explaining the role of religious awareness in fostering moral resilience remain underexplored. This study aimed to examine the relationship between religious awareness and moral resilience among vocational high school students. This study employed a quantitative cross-sectional correlational design as a preliminary investigation. A total of 26 students (M age = 16.50, SD = 0.85) from a single class at Al-Ishlah Vocational High School, Palangka Raya, Indonesia, participated using a total sampling technique. Data were collected using a Likert-scale questionnaire and analyzed using Pearson correlation and simple linear regression. The findings revealed a significant positive relationship between religious awareness and moral resilience (r = .769, p < .001). Regression analysis indicated that religious awareness significantly predicted moral resilience (R² = .592, p < .001). Religious awareness plays an important psychological role in shaping students’ moral resilience. The findings support the perspective that the internalization of religious values contributes to moral regulation within vocational adolescent contexts.  
Reflective Pedagogical Mediation and Value Formation in Digital Islamic Education: Longitudinal Evidence from Religious Attitude Development Rodhatul Jennah; Aan Hasanah; Mazrur Mazrur; Surawan Surawan
Jurnal Pendidikan Islam Vol 12 No 2 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i2.54777

Abstract

Research on digital learning in Islamic education has predominantly emphasized short-term instructional outcomes, providing limited understanding of how digitally mediated learning influences students’ religious attitudes over time, particularly in non-Western educational contexts. Moreover, the pedagogical processes through which digital environments facilitate value internalization remain underexplored. This study investigated the longitudinal development of students’ religious attitudes in digital Islamic education, with particular attention to the role of reflective pedagogical mediation. Employing a quantitative longitudinal quasi-experimental design, the study followed 120 madrasah students across three measurement points: initial, midpoint, and final. Data were collected using a validated 18-item Likert-scale questionnaire and analyzed through repeated measures ANOVA and independent-samples t-tests. The findings revealed a significant and gradual improvement in students’ religious attitudes throughout the study period. Students who experienced digitally mediated learning supported by reflective and value-oriented pedagogy demonstrated greater attitudinal gains than those exposed to more instructional, non-reflective approaches. Although positive changes were sustained over time, the rate of improvement slowed during the later stages of the intervention. These findings suggest that the educational value of digital learning depends less on technological exposure itself than on pedagogical processes that promote reflection and engagement with religious values. The study contributes longitudinal evidence to the emerging field of digital religious education by identifying reflective pedagogical mediation as a mechanism associated with sustained value formation and offers practical insights for aligning digital innovation with the broader aims of moral and religious development.
Hubungan Adaptasi Akademik dan Regulasi Diri terhadap Burnout Akademik Mahasiswa PAI Generasi Z Hidayatus Salehah; Nor Alini; Patimah Patimah; Surawan Surawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4437

Abstract

The development of higher education in the digital era requires Generation Z students to be able to adapt to various increasingly complex academic demands. This study aims to determine the relationship between academic adaptation and self-regulation with academic burnout among Generation Z students of Islamic Religious Education. This study uses a quantitative approach with a correlational descriptive method. The research sample consisted of 20 Islamic Religious Education students from the 2023 cohort at the State Islamic University of Palangka Raya, selected through purposive sampling. Data were collected using Likert scale questionnaires and analyzed through validity tests, reliability tests, descriptive statistics, and Pearson correlation. The results of the study indicate that academic adaptation is in the high category, self-regulation is in the fairly high category, and academic burnout is in the low category. The correlation test results showed a significant negative relationship between academic adaptation and academic burnout, whereas self-regulation had a negative but not significant relationship. These findings imply that strengthening academic adaptation needs to be a primary concern in efforts to prevent academic burnout among Generation Z PAI students.
Hubungan Motivasi Belajar dengan Academic Resilience pada Mahasiswa Pendidikan Agama Islam Lila Suci Alfika; Raudhatul Jannah; Siti Zahwa Fadhilla; Surawan Surawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4440

Abstract

This study aimed to determine the relationship between learning motivation and academic resilience among students of the Islamic Education Study Program at UIN Palangka Raya. The research employed a quantitative approach with a correlational survey design. The population consisted of 50 students, while the sample involved 40 students selected through simple random sampling. Data were collected using a Likert-scale questionnaire consisting of 30 statement items, including 15 items measuring learning motivation and 15 items measuring academic resilience. The research instruments were tested for validity and reliability, resulting in Cronbach’s Alpha values of 0.872 for the learning motivation variable and 0.861 for the academic resilience variable, indicating that all items were valid and reliable. Data analysis was conducted using descriptive statistics, the Kolmogorov-Smirnov normality test, and Pearson Product Moment correlation analysis. The results showed that students’ learning motivation was categorized as very high with a percentage of 80%, while academic resilience was categorized as high with a percentage of 79%. The correlation test revealed a positive and significant relationship between learning motivation and academic resilience, with a correlation coefficient of 0.648 and a significance value of 0.000 < 0.05. These findings indicate that higher learning motivation is associated with higher academic resilience in facing academic pressures and challenges. This study confirms that learning motivation plays an important role in strengthening the academic resilience of Islamic Education students.
Pengaruh Tuntutan Prestasi dan Ekspektasi Sosial terhadap Burnout Akademik Mahasiswa Semester Akhir Keisya Angie Nurul Fatihah; Annisa Annisa; Siti Milawati; Surawan Surawan
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 11 No 03 (2026)
Publisher : Konsorsium Dosen Institut Agama Islam Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v11i03.182

Abstract

Mahasiswa semester akhir sering menghadapi tekanan akademik dan sosial yang meningkat menjelang penyelesaian studi, sehingga berpotensi memunculkan burnout akademik. Penelitian ini bertujuan untuk menganalisis pengaruh tuntutan prestasi dan ekspektasi sosial terhadap burnout akademik pada mahasiswa semester akhir. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 50 mahasiswa semester akhir yang sedang menyelesaikan skripsi dan dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui kuesioner skala Likert yang disusun berdasarkan indikator masing-masing variabel penelitian. Instrumen penelitian telah melalui uji validitas menggunakan korelasi item–total yang menunjukkan seluruh item pernyataan valid, serta uji reliabilitas menggunakan koefisien Cronbach’s Alpha yang menunjukkan tingkat konsistensi internal yang baik. Analisis data dilakukan menggunakan statistik deskriptif dan regresi linear berganda dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa tuntutan prestasi dan ekspektasi sosial berpengaruh terhadap burnout akademik mahasiswa semester akhir. Tingginya tuntutan untuk mencapai prestasi akademik serta harapan dari keluarga dan lingkungan sosial dapat meningkatkan tekanan psikologis yang berkontribusi pada munculnya kelelahan akademik. Penelitian ini memberikan kontribusi dalam memperluas pemahaman mengenai faktor akademik dan sosial yang memengaruhi burnout akademik mahasiswa. Implikasi penelitian ini menekankan pentingnya dukungan akademik dan psikologis dari perguruan tinggi guna membantu mahasiswa mengelola tekanan akademik secara lebih adaptif.
Psychological Adaptation of Islamic Education Teachers In Implementing the Merdeka Curriculum: A Phenomenological Study at Nurul Hijrah Sukamara Selly Mayang Sari; Hamdanah Hamdanah; Surawan Surawan
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 6 (2026): ARMADA : Jurnal Penelitian Multidisplin, Juni 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i6.2643

Abstract

The Merdeka Curriculum requires teachers to have psychological readiness in responding to more flexible and student-centered learning changes. However, studies that specifically examine the psychological experiences of Islamic Religious Education teachers remain limited. This study aims to explore the dynamics of PAI teachers’ psychological experiences in implementing the Merdeka Curriculum and to identify their adaptation patterns. This research used a qualitative approach with a phenomenological design involving three informants, consisting of one principal and two PAI teachers at SMP Nurul Hijrah Sukamara. Data were collected through in-depth interviews, observation, and documentation, then analyzed using thematic analysis through transcription, coding, categorization, and theme extraction. The findings reveal four stages of psychological adaptation: initial uncertainty, professional pressure, adaptive learning, and professional confidence. At first, teachers experienced anxiety and pressure due to project-based learning, differentiated instruction, and administrative demands. Over time, teachers showed increased competence and confidence through spiritual coping, time management, social support, and professional development. This study develops the Teacher Psychological Adaptation to Curriculum Reform model.
Religious Coping (Rcope) dalam Mengatasi Burnout Akademik Mahasiswa Generasi Z Nisrina Farida Ramadhanti; Najwa Rizki Amalia; Surawan Surawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4264

Abstract

This study aims to analyze the role of Religious Coping (RCOPE), particularly its positive form, in helping Generation Z university students deal with academic burnout in the post-pandemic era. Academic burnout among students has intensified, marked by emotional exhaustion, cynicism toward learning, and reduced academic achievement, influenced by academic, personal, social, and physical factors. Using a descriptive qualitative approach, this study explores students’ in-depth experiences in responding to academic pressures. Data were collected through semi-structured interviews with students experiencing burnout and analyzed using thematic analysis to identify key themes and patterns. The findings reveal that positive RCOPE such as prayer, worship, Qur’anic recitation, and spiritual meaningmaking serves as the most effective strategy, providing emotional calmness, enhancing self-regulation, and restoring learning motivation. Non-religious coping strategies offer only short-term relief, while negative RCOPE risks worsening psychological conditions. Overall, the study demonstrates that positive RCOPE functions as an adaptive mechanism and a resilience foundation that enables students to respond more constructively to academic stress. These results highlight the importance of integrating spiritual-based guidance into higher education support systems to strengthen students’ well-being and academic persistence.
Religiosity as a Coping Strategy for Generation Z in Dealing with Anxiety: a Phenomenological Study of Religious Psychology Raudhatul Jannah; Lila Suci Alfika; Siti Zahwa Fadhilla; Jauharotul Ulum; Surawan Surawan
MADINAH Vol 13 No 1 (2026): Madinah: Jurnal Studi Islam
Publisher : INSTITUT AGAMA ISLAM TARBIYATUT THOLABAH LAMONGAN, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/madinah.v13i1.4712

Abstract

Mental health is a critical issue for Generation Z, particularly college students who face academic pressures, social demands, and rapid advancements in digital technology. These conditions often trigger anxiety, which impacts psychological well-being. This study aims to understand Generation Z students’ experiences with anxiety and how religiosity is utilized as a coping strategy. This study employs a qualitative approach with a phenomenological design involving five students from the State Islamic University of Palangka Raya through purposive sampling. Data were collected through in-depth interviews and analyzed using thematic analysis. The results indicate that anxiety is experienced in three main forms: academic anxiety, social anxiety, and anxiety about the future. Students utilize religiosity through religious practices (prayer, salat, and reading the Qur’an) as well as spiritual approaches (belief, surrender, and meaning-making). The novelty of this study lies in revealing religiosity as an active, contextual, and experience-based coping process, rather than merely a measured variable. The findings indicate that religiosity serves as a means of emotional regulation, meaning-making, and a source of optimism in coping with anxiety. In practical terms, this study highlights the importance of integrating spiritual approaches into mental health support programs for college students. Theoretically, this study contributes to the field of the psychology of religion by shedding light on religious coping among Generation Z.
Co-Authors Aan Hasanah Andini Indah Hasanah Annisa Annisa Diar Mukti Asri Esa Nur Cahyani Fatma Izzatun Najwa Fazrah Ainun Nisa Hamdanah Hamdanah Helma Hidayati Hidayatus Salehah Hilya Izatillah Jauharotul Ulum Keisya Angie Nurul Fatihah Lila Suci Alfika Mazrur Mazrur Munawarah Munawarah Najwa Rizki Amalia Nazwa Salsabilla Nisrina Farida Ramadhanti Nor Alini Noviani Hidayah Patimah Patimah Raudhatul Jannah Raudhatul Jannah Raysha Ramadhani Rodhatul Jennah Rodhia Dyah Hesti Selly Mayang Sari Siti Milawati Siti Zahwa Fadhilla Umi Muthiyah Wardatul Janah Yoga Tri Cahyono Zamzam Badrouzzaman