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All Journal J-PAI: Jurnal Pendidikan Agama Islam Syifaul Qulub: Jurnal Bimbingan dan Konseling Islam Journal of Education and Teacher Training Innovation (JETTI)
selvia yolanda
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Education Social Sciences Other

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STRATEGI COPING MAHASISWA UIN SUNAN KALIJAGA S2 MPAI 1C DALAM MENGELOLA STRES AKADEMIK Selvia Yolanda; Mia Rosiana Mahmudah; Suhaimi
Syifaul Qulub: Jurnal Bimbingan dan Konseling Islam Vol. 7 No. 01 (2026): Januari-Juni 2026
Publisher : Prodi Bimbingan dan Konseling Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/syifaulqulub.v7i01.13541

Abstract

This study is motivated by the high academic demands faced by first-semester Master’s students in Islamic Education (PAI), who are required to adapt to an intensive learning rhythm, complex theoretical readings, and dual roles as both students and working professionals. The objectives of this study are to examine: (1) the forms of academic stress experienced by first-semester PAI Master’s students in Class C; (2) the sources and contributing factors of their academic stress; and (3) the coping strategies employed to manage academic stress. This research adopts a descriptive qualitative approach using purposive sampling, involving a number of Master’s students in Islamic Education Class C who have direct experience with academic stress. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive analysis model, which includes data reduction, data display, and conclusion drawing. The findings reveal that the forms of academic stress experienced by the students include emotional symptoms (anxiety, fear of incompetence, and feelings of inferiority), physical symptoms (sleep disturbances, fatigue, and headaches), and behavioral symptoms (procrastination, difficulty concentrating, and task avoidance). The primary sources and contributing factors of academic stress stem from heavy coursework and reading loads, adaptation to lecturers’ teaching styles and expectations, dual roles as students and workers, internal factors (perfectionism and self-doubt), as well as expectations of religious commitment as Islamic Education students. The coping strategies employed are integrative in nature, combining problem-focused coping (such as scheduling and prioritization, and seeking academic support), emotion-focused coping (sharing concerns, resting, and engaging in enjoyable activities), and spiritual coping (prayer, ritual worship, Qur’anic recitation, remembrance of God, and trust in God). These findings highlight the importance of strengthening academic management skills, emotional regulation, and spiritual mentoring to support the adaptation of first- semester Master’s students in Islamic Education.
Integrating Psychological Capital and Islamic Spiritual Values to Build Mental Resilience in Generation Z Nur Fadilah Ramadhany; Selvia Yolanda; Muhammad Fadhil Raihan Iryandi; Dwi Ratnasari; Zainal Arifin; Ahmad Arifi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.39344

Abstract

Mental health crises among Generation Z are increasing due to digital, academic, and social pressures that contribute to anxiety, depression, burnout, and low psychological resilience. Psychological Capital (PsyCap), encompassing hope, self-efficacy, resilience, and optimism, has been shown to enhance mental well-being. However, existing PsyCap studies remain largely secular and have not extensively integrated Islamic spiritual dimensions, particularly within the context of Muslim Generation Z. This indicates a conceptual gap in developing contextually relevant mental resilience models. This study aims to develop a theoretical model of Islamic Psychological Capital (IPC) by integrating the PsyCap framework with Islamic spiritual values. It employs an integrative literature review approach, analyzing classical and contemporary books, as well as reputable national and international journal articles published between 2020 and 2025, selected for their relevance to PsyCap, mental health, and Islamic spirituality. Data analysis was conducted using thematic synthesis and conceptual mapping to identify structural relationships among key concepts. The findings reveal that PsyCap components correspond conceptually with Islamic values and can be integrated into four main dimensions: hope grounded in raja’ and tawakkal, self-efficacy based on ikhtiar, resilience rooted in sabar and ridha, and optimism derived from husnuzan and syukur. This integration produces the IPC model as a novel conceptual framework explaining the strengthening of Psychological Capital through the internalization of Islamic spiritual values. Thus, this study contributes to Islamic psychology by offering a contextual framework to strengthen the mental resilience of Muslim Generation Z amid modern disruptions.
Islamic Religious Education in the Construction of a Multicultural Society: Negotiating Theological Exclusivity and Social Inclusivity Selvia Yolanda; Mahmud Arif
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/edxzhy08

Abstract

The increasing intensity of social interaction in multicultural societies has intensified encounters between theological truth claims and demands for social openness, which, within Islamic religiosity grounded in Islamic creed (ʿaqīdah), is often perceived as a conceptual tension. This study aims to identify the ideal pattern of the relationship between theological exclusivity and social inclusivity from the perspective of Islamic religiosity grounded in Islamic creed (ʿaqīdah) and to examine its implications for Islamic Religious Education (IRE), as well as to explain its relevance to strengthening religious moderation in multicultural societies. This qualitative study takes the form of a literature review using a descriptive analytical approach. Data were obtained through documentation by examining normative Islamic sources as well as various scholarly literature relevant to the subject matter. The findings of this study show that theological exclusivity constitutes the epistemic dimension of Islamic religiosity, affirming commitment to revealed truth and preserving religious identity, while social inclusivity functions as an ethical orientation that enables just, balanced, and harmonious engagement with diversity. The apparent tension between the two does not stem from their substantive nature, but rather from a reductionist understanding that fails to distinguish between theological and social domains. Within a proportional framework, these dimensions are not mutually exclusive but mutually reinforcing. Furthermore, Islamic Religious Education serves as a strategic medium for integrating firm theological commitment with inclusive social values, enabling Muslims to engage constructively with multicultural realities without compromising the integrity of faith. The contribution of this study confirms that religious moderation can be strengthened through a clear conceptual distinction between belief and social relations, allowing both to operate within their respective domains without contradiction. In addition, this study contributes to the development of a conceptual framework for Islamic Religious Education that balances theological exclusivity and social inclusivity in multicultural societies.
Co-Authors Ahmad Arifi Dwi Ratnasari Mahmud Arif Mia Rosiana Mahmudah Muhammad Fadhil Raihan Iryandi Nur Fadilah Ramadhany Suhaimi Zainal Arifin