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All Journal Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
Rahma Fithri
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Physics Public Health Social Sciences Other

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Restrukturisasi Kognitif Islam: Sebuah Perspektif Islamic Cognitive Behavior Therapy (I-CBT) Rahma Fithri; Khairunnas Rajab
Madani: Jurnal Ilmiah Multidisiplin Vol 4, No 5 (2026): June 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20719961

Abstract

Cognitive restructuring is a core technique in Cognitive Behavior Therapy (CBT) aimed at identifying and transforming negative or dysfunctional thought patterns into more adaptive and realistic ones. In Muslim communities, conventional CBT faces challenges when applied without considering spiritual dimensions and Islamic values. Islamic Cognitive Behavior Therapy (I-CBT) emerges as an integrative response that combines CBT principles with Islamic teachings, particularly the Qur'an, Hadith, and Islamic psychological concepts such as qalb, aql, and nafs. This study aims to comprehensively examine the concept of Islamic cognitive restructuring through the I-CBT lens, encompassing theological foundations, therapeutic processes, and its relevance in contemporary Islamic counseling practice. Using a literature review approach, this study finds that Islamic cognitive restructuring does not merely modify negative thoughts but also integrates dimensions of tawhid, tawakkul, sabr, and shukr as revelation-based cognitive change agents. Practical implications of I-CBT demonstrate significant effectiveness in improving learning motivation, self-esteem, self-acceptance, resilience, and reducing anxiety and addiction among Muslim populations. These findings affirm that integrating Islamic values into cognitive restructuring not only strengthens the cultural validity of therapy but also adds a transcendental dimension that provides meaning and hope for Muslim clients.
The Phenomenon of Student Violence Against Teachers in Indonesia: An Epistemological Perspective Dinda Aulia; Rahma Fithri
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 5 (2025): December 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18052409

Abstract

The increasing incidence of student violence against teachers in recent years indicates a serious problem in educational relationships in Indonesia. This study aims to analyze student violence toward teachers from a epistemology perspective. This research employed a literature review method by systematically examining national and international scholarly journals, academic books, and official institutional reports relevant to the research topic. Data were analyzed using thematic and critical analysis to identify conceptual patterns, epistemic mechanisms, and research gaps in studies on school violence. The findings reveal that student violence toward teachers is not solely influenced by psychosocial and disciplinary factors, but also by the weakening of students’ epistemic trust in teachers, the relativization of epistemic authority due to digital media exposure, and the emergence of epistemic misalignment and epistemic injustice within pedagogical relationships. The shift in the knowledge ecology in the digital era has made students more selective and conditional in accepting teacher authority, causing disciplinary actions to be perceived as illegitimate. These findings highlight the importance of an epistemological approach in understanding and preventing school violence through strengthening epistemic trust, digital literacy, and dialogical disciplinary models.
Co-Authors Dinda Aulia Khairunnas Rajab