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All Journal Jurnal Konseling dan Pendidikan PSYMPATHIC ATTARBIYAH: Journal of Islamic Culture and Education Journal Analytica Islamica Proceedings of International Conference on Da'wa and Communication Aksara: Jurnal Ilmu Pendidikan Nonformal Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam ADDIN Guiding World : Jurnal Bimbingan dan Konseling Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora INJECTION: Indonesian Journal of Vocational Mechanical Engineering Indonesian Journal of School Counseling: Theory, Application, and Development Mutiara: Multidiciplinary Scientifict Journal JIGC (Journal of Islamic Guidance and Counseling) Jurnal Bimbingan dan Konseling Islam Jurnal Pengabdian Nusantara Academia Open
Arif Ainur Rofiq
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Academia Open

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Integration of Psychology and Islamic Education in Internalizing Exemplary Values through Historical Figures of Islam Jamilatus Zahroh; Abdul Muhid; Arif Ainur Rofiq
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13000

Abstract

General Background: Islamic education aspires to develop learners’ character alongside knowledge through the internalization of divine values. Specific Background: In History of Islamic Culture learning, Islamic historical figures are often taught as biographical content and chronology rather than as lived moral exemplars, contributing to a gap between cognitive knowledge and noble conduct. Knowledge Gap: A conceptual framework is needed that unites educational psychology with Islamic educational concepts to explain both the learning mechanisms and the spiritual orientation of exemplary learning. Aims: This article formulates an integrative conceptual model between psychology and Islamic education to support exemplary value internalization through Islamic historical figures. Results: Using library research and descriptive-analytical synthesis, the study proposes a three-stage framework: a cognitive stage combining information processing theory with tadabbur for deep understanding; an affective stage aligning humanistic empathy with tazkiyatun nafs to build emotional attachment; and a conative/behavioral stage integrating shaping and reinforcement with ittibaʾ to realize values in concrete actions. Novelty: The framework synthesizes psychological stages of learning with Islamic spiritual concepts into a holistic pathway that shifts Islamic Cultural History from knowledge transfer to value-oriented character formation. Implications: The model calls for teachers as facilitators and living role models, participative-reflective methods, and authentic, holistic assessment of learners’ value-oriented behavior. Highlights: A triadic pathway connects information processing with tadabbur to deepen understanding of historical narratives. Empathic learning conditions are paired with tazkiyatun nafs to cultivate emotional attachment and reflective practice. Shaping and reinforcement are linked with ittibaʾ to translate moral lessons into sustained daily actions and authentic assessment. Keywords: Value Internalization, Role Modeling, Educational Psychology, Islamic Education, Islamic Cultural History
Reducing Academic Stress through Autonomy Fulfillment: A Self Determination Theory Solution in the Context of Students' Cognitive Load Labibah Sayaka Ilma; Abdul Muhid; Arif Ainur Rofiq
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13017

Abstract

General Background Academic stress has emerged as a critical issue in contemporary education, with increasing learning demands and structural pressures contributing to students’ psychological strain. Specific Background Cognitive Load Theory explains that excessive academic demands, arising from material complexity, task accumulation, and inefficient instructional design, exceed students’ working memory capacity and intensify stress, while educational policies and curriculum structures at the exosystem level further reinforce this burden. Knowledge Gap Existing studies predominantly examine academic stress through isolated internal or external factors, with limited integration of cognitive load, exosystem structures, and autonomy within a unified analytical framework. Aims This study aims to explain the role of cognitive load in the emergence of academic stress, analyze exosystem factors that exacerbate learning burden, and evaluate autonomy fulfillment within Self-Determination Theory as a strategy for reducing academic pressure. Results The findings indicate that excessive cognitive load significantly contributes to academic stress, while dense curricula, rigid schedules, and assessment policies intensify this condition; autonomy-supportive learning environments reduce extraneous cognitive load and strengthen students’ self-regulation in managing academic demands. Novelty This study integrates Cognitive Load Theory, Bronfenbrenner’s ecological perspective, and Self-Determination Theory to provide a comprehensive explanation of academic stress. Implications The findings highlight the necessity of flexible curriculum design, autonomy-supportive instructional practices, and policy reform to promote students’ mental well-being and sustainable learning environments. Highlights: Excessive learning demands and structural academic arrangements are closely associated with heightened psychological strain. Policy-level curriculum density and assessment practices contribute to sustained mental burden among learners. Learner choice and self-regulation function as protective mechanisms against accumulated academic pressure. Keywords: Academic Stres, Autonomy, Self Determination, Cognitive Load.
Co-Authors A'yun, Ariza Qurrata Abdul Muhid Abdul Muhid Abdul Muhid, Abdul Abdulloh Hamid Abdulloh Hamid Afifah Anjaina Ali Djamhuri Asma Rayfanna Zu'ma Asma Rayfanna Zu’ma Ayu Fitri Aulania Baharudin, Dini Farhana Dini Farhana Baharudin DWI SURYANTO Edris Zamroni Faizah Noer Laela Hamidalloh, Ahmad Sayyidiman Hidayatulloh, M. Syarif Ikhwanul Qiram Jamilatus Zahroh Labibah Sayaka Ilma Muhammad Mustaqim Nuha, Moch. Syihabudin Nur Ayu Indah Pancasari nur ulwiyah Permadi, Muhammad Syafrani Surya Prasetia, Senata Adi Rahayu, Septyana Dwi Renaldy, Alif Fikri Romdloni, Romdloni Saifullah, Dimas Ahmad Sawai, Joki Perdani Sawai, Rezki Perdani Shafira Dzata Shafira Dzata Shabrina Wulandari Shofi, Nurul Fahimatus Siska Robiatul Adawiyah Solly Aryza Vachruddin, Vrisko Putra