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All Journal JURNAL PSYCHOMUTIARA Al-Mau'izhoh: Jurnal Pendidikan Agama Islam
Rahma Sita Aulia Fahrida
Universitas Islam Negeri Palangka Raya
Religion Humanities Education Social Sciences

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Internalisasi Nilai-Nilai Pendidikan Multikultural dalam Membentuk Sikap Toleransi Siswa Halimah Halimah; Rahma Sita Aulia Fahrida; Ananda Kludia; Ajahari Ajahari
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2026): Edisi Juni 2026 in Press
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v8i1.18084

Abstract

This study aims to analyze the internalization of multicultural educational values in shaping students’ attitudes of tolerance within an Islamic educational setting. This study employs a descriptive qualitative approach using library research methods, involving the review of various relevant literature sources such as books, scientific journals, and academic documents. The results of the study indicate that multicultural values from an Islamic perspective, such as tasamuh (tolerance), tawazun (balance), tawassuth (moderation), ta’awun (mutual aid), and ukhuwah (brotherhood), have a strong connection to Islamic teachings and serve as a foundation for the development of students’ attitudes of tolerance. The process of value internalization is carried out multidimensionally through classroom learning, teacher role modeling, an inclusive school culture, extracurricular activities, and daily life practices. This process unfolds through three stages: value transformation, value transaction, and value transinternalization, in which these values are gradually understood, practiced, and become an integral part of students’ character. Additionally, the success of internalization is influenced by supporting factors such as a conducive school environment and teacher competence, as well as inhibiting factors such as the limited availability of cross-cultural activities. The research findings also indicate that the internalization of multicultural values has a significant impact on fostering students’ tolerant attitudes, such as openness, respect for differences, the ability to collaborate, and empathy. Thus, multicultural education plays a crucial role in fostering social harmony amid diversity. However, this study is limited to a literature review; therefore, further research is recommended to adopt an empirical approach to yield more comprehensive results.
FEAR OF MISSING OUT (FOMO), INSTAGRAM USE, AND THE DYNAMICS OF SELF-ESTEEM AMONG STUDENTS AT ISLAMIC RELIGIOUS UNIVERSITIES Norheni Aulia Aulia; Rahma Sita Aulia Fahrida; Rafi Ihsan Al-Baihaqi; Surawan Surawan
JURNAL PSYCHOMUTIARA Vol. 9 No. 1 (2026): Jurnal Psychomutiara
Publisher : Psikologi Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/psikologi.v9i1.6189

Abstract

The rapid development of social media has influenced the psychological dynamics of students, particularly related to Fear of Missing Out (FoMO) and the formation of self-esteem. Instagram is one of the most widely used platforms among students and facilitates social comparison that may influence individual self-evaluation. This study aims to analyze the influence of FoMO and Instagram usage on the self-esteem of students at Islamic religious universities. This research employed a quantitative approach with a correlational design. The participants consisted of 82 students from the State Islamic University of Palangka Raya who were selected through purposive sampling with the criterion of actively using Instagram. Data were collected using a questionnaire with a Likert scale measuring FoMO, Instagram usage, and self-esteem. Instrument validity was tested using Pearson Product Moment correlation, while reliability was examined using Cronbach’s Alpha coefficient. The data were analyzed using multiple linear regression analysis. The results showed that the regression model was significant (F = 11.657; p < 0.05) with a coefficient of determination (R² = 0.229), indicating that 22.9% of the variance in self-esteem could be explained by FoMO and Instagram usage. Partial testing showed that FoMO had a negative and significant effect on self-esteem (t = -3.173; p = 0.002), whereas Instagram usage did not significantly affect self-esteem (t = -1.258; p = 0.211). These findings indicate that digital social anxiety such as FoMO plays an important role in shaping students’ self-esteem in the social media era.  
Co-Authors Ajahari Ajahari Ananda Kludia Halimah Halimah Norheni Aulia Aulia Rafi Ihsan Al-Baihaqi Surawan Surawan