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All Journal Jurnal Psikologi Resital: Jurnal Seni Pertunjukan (Journal of Performing Arts) PSYMPATHIC Insight: Jurnal Ilmiah Psikologi Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini ANIMA Indonesian Psychological Journal International Journal of Islamic Educational Psychology UNNES International Conference on ELTLT Harmonia: Journal of Arts Research and Education
Fonny Dameaty Hutagalung
Universitas Kebangsaan, Malaysia-Bangi Selangor
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Grit as a Mediator of the Relationship Between Stress, Social Support, and Subjective Well-Being among First-year Indonesian Muslim Students from Out of Town Rachmahana, Ratna Syifa'a; Damri, Rafi; Hutagalung, Fonny Dameaty
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28732

Abstract

Students living away from home often face challenges that diminish their well-being. This study examine stress as a risk factor and social support as a protective factor for subjective well-being. The relationship between social support and stress on the subjective well-being of students living away from home can be facilitated by other variables, one of which is grit. This study examined how grit acts as a mediator in the relationship between social support and stress, influencing the subjective well-being of students living away from home. This study employed a non-random, purposive sampling technique, which enabled the successful analysis of 262 data points. The analysis included tests of normality and multicollinearity assumptions, as well as mediation hypothesis testing with 5,000 bootstrapping resamples. Results showed that subjective well-being is positively correlated with social support and grit, and negatively correlated with stress. Furthermore, grit can mediate the influence of social support and stress on subjective well-being. These results have important implications for students' stress management and interpersonal relationship maintenance. Institutions can support student well-being by creating collaborative learning environments. Recommendations for further research are offered, including increasing sample size, involving more diverse demographics, and incorporating other psychological variables to clarify and increase the complexity of this model. In addition, Islamic-based research can integrate models with Islamic psychological variables, such as istiqamah and sa'adah.
Indigenous Moral Pedagogy in Early Childhood: The Madurese Bhu' Rebbhu' Tradition and Religious Character Formation Prastyo, Danang; Ardhana Reswari; Selfi Lailiyatul Iftitah; Abronnisail Masruroh; Siti Hajar; Mohammad Firdauz Suryana; Hutagalung, Fonny Dameaty
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-03

Abstract

Early childhood education in culturally diverse societies has increasingly prompted attention to pedagogical models that are developmentally appropriate, culturally situated, and connected to children’s religious and moral formation. This study examines the Madurese Bhu' Rebbhu' tradition, a communal celebration of the Prophet Muhammad’s birth, as a form of indigenous moral pedagogy in early childhood education. Using an interpretive phenomenological design, data were collected at TK Islam Al-Azhar Pagendingan, Pamekasan, Madura, through semi-structured interviews with five teachers and ten parents, participatory observations of fifteen children aged 5 to 6 years, and analysis of curriculum and learning documents. The analysis followed a seven-step phenomenological procedure consisting of repeated reading, extraction of significant statements, formulation of meanings, theme clustering, exhaustive description, identification of fundamental structure, and participant validation. The findings indicate that Bhu' Rebbhu' was enacted through five structured activities: making tengka, classroom decoration, sholawat procession, prophetic storytelling, and sharing tengka. These activities were associated with children’s value internalization through cognitive understanding, affective appreciation, and behavioral practice. Rather than claiming causal improvement, the study identifies convergent patterns showing how teachers, parents, and children experienced the tradition as a multisensory, intergenerational, and symbolically mediated learning ecology. At a global level, this study contributes to discussions on culturally responsive and indigenous early childhood education by showing how a local Islamic tradition from the Global South can provide context-sensitive insights into moral and religious learning. The findings suggest that indigenous traditions may support early childhood pedagogy when they are intentionally sequenced, ethically facilitated, and sustained through continuity between school and family contexts.
Co-Authors Abronnisail Masruroh Adawiyah, Zain Ardhana Reswari Arsih, Utami Arsih, Utami Arsih Banyu Wicaksono Budiani, Kondang Damri, Rafi Hanurawan, Fattah Herdiati, Dian Herdiati Hetti Rahmawati Istiadi , Nabila Yumna Mohammad Firdauz Suryana Nina Fitriana, Nina Nur Rohmah Hidayatul Qoyyimah Prastyo, Danang Putra, Eggy Mahendra Raharjo, Eko Raharjo Rahmi Lubis Raman, Farah Izyan Ratna Syifa'a Rahmahana Reny Yuniasanti Restu Lanjari Rita Eka Izzaty, Rita Eka Seinsiani, Izzati Gemi Selfi Lailiyatul Iftitah Siti Hajar Suryandari, Savitri Tafonao, Lince Kristina Tutut Chusniyah Yudi Tri Harsono Yulia Ayriza Yuliati - Zahrah, Alimatus Zakaria, Abdul Razak