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All Journal Bisma The Journal of Counseling Al-Insyiroh: Jurnal Studi Keislaman
Moses Adeleke Adeoye
Al-Hikmah University, Ilorin, Nigeria
Religion Economics, Econometrics & Finance Education Social Sciences

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The Role of Perceived Burdensomeness and Thwarted Belongingness in Suicidal Ideation among University Undergraduates Moses Adeleke Adeoye; Adekola Kami Lasisi
Bisma The Journal of Counseling Vol. 7 No. 2 (2023): Bisma The Journal of Counseling
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i2.69720

Abstract

Suicidal ideation is a significant concern among university students and understanding the factors that contribute to this distressing phenomenon is crucial for prevention and intervention efforts. Identifying the specific factors that contribute to suicidal thoughts and behaviors can tailor their interventions to address the unique needs of this population. This study aims to analyze relationship between perceived burdensomeness, thwarted belongingness and suicidal ideation among University undergraduates. The study is cross-sectional and uses a composite measure of suicidal behaviors. Three research questions and four hypotheses were raised to guide the study. The study used a quantitative research design to collect data from University undergraduates. A sample of 177 students participated in the study, completing self-report measures assessing perceived burdensomeness, thwarted belongingness and suicidal ideation. The participants completed questionnaires assessing their levels of perceived burdensomeness, thwarted belongingness and suicidal ideation. The study indicated that the prevalence of suicidal ideation among the participants was found to be moderate. This finding is significant as it highlights the importance of addressing feelings of burdensomeness to prevent suicidal ideation among university students.
Dwi Tunggal Pedagogy in Children’s Pesantren: Integrating Teacher–Parent Roles in Relational Islamic Education Taufikin Taufikin; Sri Nurhayati; Moses Adeleke Adeoye
Al-Insyiroh: Jurnal Studi Keislaman Vol. 12 No. 1 (2026): March 2026
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/alinsyiroh.v12i1.647

Abstract

This study investigates the mechanism of value internalization in a children’s pesantren through what is conceptualized as Dwi Tunggal Pedagogy—a relational model in which teachers simultaneously enact instructional and parental roles. Rather than broadly examining curriculum or institutional culture, the study specifically analyzes how everyday relational interactions function as the primary socialization process through which moral and spiritual values are internalized by young learners. Using a qualitative case study design, this research was conducted at PPATQ Raudlatul Falah Pati, a Qur’anic boarding school for children aged 7–12. Data were generated through prolonged observation involving 530 students, 123 teachers, and one kiai, as well as in-depth interviews with one kiai, ten teachers (ustadz and ustadzah), ten students, and five parents. Thematic analysis reveals that Dwi Tunggal Pedagogy operates through four interrelated dimensions: relational caregiving, moral–spiritual guidance, emotional attachment, and institutionalized daily interaction. Teachers are not merely transmitters of knowledge but function as consistent attachment figures who provide emotional security, moral discipline, and spiritual nurturing. The findings demonstrate that the effectiveness of children’s pesantren education is deeply rooted in the quality of human relationships rather than instructional structures alone. This study contributes theoretically by extending relational pedagogy and the ethics of care into the context of Islamic boarding education; empirically, by offering rich data from an underexplored setting; and practically, by providing insights for designing child-centered, care-based educational governance in religious boarding schools
Co-Authors Adekola Kami Lasisi Sri Nurhayati Taufikin Taufikin