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All Journal Jaqfi : Jurnal Aqidah dan Filsafat Islam PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Psikologia: Jurnal Pemikiran dan Penelitian Psikologi Indonesian Journal of Islamic Psychology
Husnaini, Rovi
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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Resiliensi Pada Siswa Kelas 3 SMK: Keterkaitan antara Self-Control dan Rasa Bangga Agustiningsih, Rika Dwi; Silvianis Diwanti, Yusrinda; Husnaini, Rovi
Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Vol. 8 No. 1 (2024): Ghaidan Jurnal Bimbingan Konseling Islam & Kemasyarakatan
Publisher : Fakultas Dakwah dan Komunikasi, UIN Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/041vkf45

Abstract

Third-grade vocational high school students had high academic demands and also faced lots of new experiences and challenges between school, extracurricular activities, and social life. It raised negative emotions that are sometimes uncontrollable so that affected student’s ability to complete their academic assignments well. In this situation, students were expected to build resilience, selfcontrol, and positive emotions which will make them more likely to succeed. The aim of the present research was to determine the relationship of self-control and pride with resilience in the third-grade vocational high school students. The research sample consisted of 177 who were selected through the cluster random sampling method. To collect data, resilience scale, self-control scale, and achievement emotions scale were used. The results showed that pride was the positive emotion that affected student resilience the most. Also, pride and self-control are positively related (r=04.76). By using multiple linear regression analysis, the prediction of the effect of these variables on the resilience can be obtained. The values of the multivariable determination coefficient was 0.610, indicating that at least 61% variation on the resilience was determined by combination of self-control and pride. The results that increase of self-control and encourage of pride become more resilience leads to more success causes they allow to learn and grow in all situations.   KEYWORDS: resilience; self-control; pride, students, vocational high school
Resilience in 3rd grade Muhammadiyah Vocational High School students: The impact of achievement emotions Bangun, Tri Dewi Tunggal; Agustiningsih, Rika Dwi; Husnaini, Rovi
Psikologia: Jurnal Pemikiran dan Penelitian Psikologi Vol. 19 No. 2 (2024): Psikologia: Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/psikologia.v19i2.16959

Abstract

Third-year students at Vocational High School must meet many academic demands towards the end of their study period. These include fieldwork practices, report writing, attending sessions, taking tests, and preparing for exams and higher education. Such demands can affect their emotions and resilience, leading to a study being conducted to assess the impact of achievement emotions on their resilience. The research method employed in this study was quantitative, using a simple linear regression analysis technique. The research sample consisted of 183 third-grade students from SMK Muhammadiyah in Bandung, selected using a cluster random sampling technique. The study utilized two measuring tools: the achievement emotions scale and the resilience scale. The data collection method was a questionnaire, which was conducted both online and offline (paper-based). The results indicated that positive and negative emotions simultaneously influence the resilience of grade 3 vocational school students. Positive emotions play a significant positive role in increasing resilience, while negative emotions can reduce it. Educators and parents can focus on nurturing positive emotions in their students to create a positive learning environment. Cognitive restructuring may be the intervention strategy to change students' appraisal of learning situations so that they evoke enjoyment and relief and then eliminate boredom, making students more resilient.
Hati, Diri dan Jiwa (Ruh) Husnaini, Rovi
Jaqfi: Jurnal Aqidah dan Filsafat Islam Vol. 1 No. 2 (2016)
Publisher : Jurusan Aqidah dan Filsafat Islam Universitas Negri Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jaqfi.v1i2.1715

Abstract

Dalam prespektif sufisme, kita memiliki tujuh jiwa atau tujuh aspek dari jiwa yang kompleks yang masing-masing mewakili tingkat evolusi yang berbeda-beda. Perlu diingat bahwa sufisme sangat menekankan pada keseimbangan (balance). Pengembangan satu jiwa tidak untuk melemahkan yang lain. Setiap jiwa memiliki keistimewaan yang berharga dan dalam tasawuf pertumbuhan spiritual yang sejati adalah pertumbuhan seimbang dari keseluruhan individu, termasuk tubuh, pikiran, dan spirit (jiwa).Dalam psikolog Sufi, hati memuat kecerdasan dan kearifan yang lebih dalam. Hati adalah tempat ma’rifat, dan merupakan kecerdasan yang lebih dalam dan lebih dasar dari pada kecerdasan abstrak kepada (otak). Misi seorang Sufi adalah mengembangkan hati yang lembut, berperasaan dan memiliki kasih-sayang dan untuk mengembangkan kecerdasan hati.Heart, Self, and Soul merupakan salah satu karya fenomenal Robert Frager, yang sering dibicarakan dalam dunia taswuf akhir-akhir ini.Fokus kajian  tentang yaitu: (1)Takhalli (Pembersihan diri),yaitu membersihkan jiwa dari hawa nafsu duniawi seperti nafsu serakah, ujub, riya, hasud; (2) Tahalli (menghias jiwa), yaitu mengisi kekosongan jiwa dengan sifat dan amal yang saleh seperti zuhud, qana’ah, sabar, syukur, ridha; (3) Tajalli (nampak kebenaran), yaitu berharap hasilnya jiwa memperoleh pencerahan, cahaya terang yang menyingkap hijab tabir kegelapan.  Salahsatu bahasannya dalam pandangan ulama sufi tanah air, KH Ahmad Rifa’i tentang konsep Takahlli, Tahalli, dan Tajalli. Selain itu diperkaya dengan sudut pandang psikologi Barat dan Muslim, seperti Rober Frager dengan perbandingan Ruzbihan Baqli dalam Masyrab al-ArwadanRasyid al-Din Maybudi.
Peningkatan Pengetahuan Jajanan Sehat melalui Penyuluhan dan Demonstrasi Deteksi Bahan Kimia Berbahaya Makanan pada Anak Usia Sekolah: Increasing Knowledge of Healthy Snacks through Counseling and Demonstration of Detection of Food Harmful Chemicals in School-Age Children Rahman, Adam Aulia; Jannah, Nanda Raudhatil; Setyaningrum, Dwi Larasati; Firdaus, Wahyu Alfath; Husnaini, Rovi
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 10 No. 8 (2025): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v10i8.9961

Abstract

The use of harmful food chemicals in snacks for schoolchildren remains a widespread issue. Each year, BPOM (the Indonesian Food and Drug Authority) identifies the presence of formaldehyde, borax, and food additives that exceed permissible levels in snack foods. School snacks are essential as they provide energy and vital nutrients for children. However, unhealthy snacks containing dangerous chemicals can impede optimal growth and development, potentially leading to various health issues. This community service, funded by an internal grant from Universitas Muhammadiyah Bandung, aims to educate children about healthy snacks through outreach activities and detecting harmful food chemicals. Pretest and posttest data were collected from 43 children from elementary to junior high school in RW 02 Cipadung Kidul, Panyileukan, Bandung. The results indicate a significant increase in the children's understanding of healthy snacks and harmful food chemicals. Initially, they answered an average of 44.76% of questions correctly. After participating in the program, this number rose to 93.81%. This increase in knowledge indicates that educational outreach, combined with demonstrations on detecting harmful food chemicals, effectively engages children and enhances their understanding of the material presented.
Evaluating the Effectiveness of Multidimensional Social-Emotional Learning (SEL) Programs in Reducing School Bullying: A Global Systematic Literature Review of Primary and Secondary Education Interventions (2014-2024) Almardiyah, Aulia Zakiyah; Agustiningsih, Rika Dwi; Husnaini, Rovi
IJIP : Indonesian Journal of Islamic Psychology Vol. 7 No. 2 (2025)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v7i2.4973

Abstract

ullying remains a pervasive global issue with adverse effects on students’ psychosocial development, school engagement, and mental health. Social-Emotional Learning (SEL) is increasingly recognized as a holistic, preventive framework that fosters competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are directly linked to bullying prevention. This study employed a Systematic Literature Review (SLR) guided by PRISMA 2020 standards and the STAMP framework to ensure methodological rigor and transparency. Six electronic databases were systematically searched, yielding 2,527 records. After screening and quality appraisal, 21 peer-reviewed studies published between 2014 and 2024 were included for thematic synthesis. Findings show that SEL interventions effectively reduce bullying and enhance protective psychosocial factors. Long-term, curriculum-embedded, and multi-component programs demonstrated the most consistent outcomes, while short-term interventions yielded mixed effects. Selective interventions targeting high-risk students produced stronger reductions in victimization, whereas universal programs enhanced resilience and improved classroom climate. Participatory and digital delivery formats increased student engagement but showed variable behavioral impacts. Cultural adaptation emerged as a critical moderator, with contextually tailored programs demonstrating greater effectiveness. SEL represents a promising whole-school strategy for bullying prevention, but its success depends on sustained implementation, program comprehensiveness, and cultural alignment. Practical implications include embedding SEL into curricula and supplementing universal programs with targeted interventions for vulnerable groups. Research limitations include small samples, reliance on self-reports, and limited longitudinal designs. Future research should employ rigorous randomized controlled trials, standardized outcome measures, and cross-cultural approaches to strengthen evidence-based practice and inform global education policy.
Co-Authors Agustiningsih, Rika Dwi Almardiyah, Aulia Zakiyah Bangun, Tri Dewi Tunggal Firdaus, Wahyu Alfath Nanda Raudhatil Jannah Rahman, Adam Aulia Setyaningrum, Dwi Larasati Silvianis Diwanti, Yusrinda