Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal Jurnal Psikologi Psikis : Jurnal Psikologi Islami Islamic Guidance and Counseling Journal International Journal of Islamic Educational Psychology
Azzahra, Nabilla Feylisha
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Abstract

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.
School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Abstract

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.
Peran School Well-Being dan Grit terhadap Academic Achievement pada Siswa Sekolah Menengah Atas Azzahra, Nabilla Feylisha; Wahidah, Fatin Rohmah Nur; Na'imah, Tri; Noveni, Nia Anggri
JURNAL PSIKOLOGI Vol 21, No 2 (2025): Jurnal Psikologi
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jp.v21i2.29718

Abstract

Academic achievement merupakan hal yang penting karena academic achievement merupakan tolok ukur keberhasilan siswa dalam proses belajar. Tinggi rendahnya academic achievement dipengaruhi oleh kondisi sekolah dan ketangguhan siswa untuk mencapai tujuan akademik. Penelitian ini bertujuan untuk mengetahui pengaruh school well-being dan grit terhadap academic achievement pada siswa SMA Negeri 5 Purwokerto, Kabupaten Banyumas. Penelitian ini melibatkan 342 siswa SMA Negeri 5 Purwokerto. Alat ukur yang digunakan yaitu skala school well-being dan skala grit. Alat ukur academic achievement didapatkan dari transformasi nilai rapor semester gasal tahun ajaran 2023/2024. Pengolahan data penelitian menggunakan uji regresi berganda. Hasil penelitian menunjukkan bahwa school well-being dan grit berperan secara signifikan (F = 11,926, sig. = 0.000) baik secara bersama-sama maupun terpisah terhadap academic achievement siswa. Dengan demikian, semakin tinggi school well-being dan grit yang dimiliki oleh siswa maka akan mendorong academic achievement siswa. Oleh karena itu, sekolah diharapkan dapat menciptakan lingkungan pembelajaran yang nyaman sehingga siswa merasa sejahtera dan senang saat berada di sekolah dan dapat berprestasi. Selain itu, sangat penting bagi para siswa untuk mempertahankan keinginan dan dorongan yang ada dalam diri siswa guna meningkatkan academic achievement. Siswa dengan ambisi yang tinggi dapat mengatasi rintangan dan memaksimalkan potensi yang dimiliki.
The meaning of ta’awun in boarding school life: An interpretative phenomenological perspective Na'imah, Tri; Azzahra, Nabilla Feylisha; Septyningtyas, Devi Jati; M Suud, Fitriah; Tahir, Kartini Radjabulan
Psikis : Jurnal Psikologi Islami Vol 11 No 2 (2025): Vol. 11 No. 2 (2025): Psikis : Jurnal Psikologi Islami
Publisher : Program Studi Psikologi Islam, Fakultas Psikologi, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/psikis.v11i2.29810

Abstract

This study addressed the limited number of in-depth investigations into the lived meaning of ta’awun among students in Islamic boarding schools, despite its crucial role in shaping their social and spiritual character. Using a qualitative phenomenological approach, this research explored how students experience and interpret ta’awun in their daily dormitory life. Six students, who had lived for two to five years in a Muhammadiyah boarding school in Banyumas, Central Java, participated in semi-structured interviews lasting 45–60 minutes. Data were analysed ideographically and subsequently synthesized across cases using Interpretative Phenomenological Analysis (IPA). The findings revealed complementary interpretations of ta’awun, as emotional regulation through empathy, as worship that fosters sincerity and inner calm, as mediation in conflict resolution, and as a means of strengthening ukhuwah and social inclusivity. The cross-case synthesis illustrated ta’awun as an evolving spiritual–emotional process, beginning with worship that cultivates sincerity, followed by emotional regulation facilitating relational mediation, leading to social inclusion and ukhuwah, and ultimately culminating in social harmony and inner tranquillity. Overall, ta’awun is not merely an act of helping but a continuous process that fosters emotional balance and restores social relationships within the dormitory context. Islamic values, collective awareness, and group identity serve as the foundation sustaining consistent prosocial behavior. This study deepened the phenomenological understanding of ta’awun as a form of lived spirituality that integrates faith, emotional regulation, and communal restoration. Future studies are encouraged to examine other educational contexts to expand its transferability and relevance for character education grounded in Islamic values
Explaining Student Well-Being in the Digital Era: Cognitive Load as a Psychological Mechanism Linking Technostress and Digital Literacy Azzahra, Nabilla Feylisha; Na'imah, Tri; Abdul Rahman, Mohd Nazri; Anbari, Mahdi; Silawati, Endah
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.29935

Abstract

The increasing use of learning technology has given rise to various psychological problems among students, particularly technostress and limited digital literacy, stemming from the demands of digital assignments and the complexity of learning platforms. These factors can increase cognitive load and disrupt student well-being. This study used a quantitative explanatory design involving 220 students (N = 220) with a mean age of 16 years (SD = 0.73) and was analyzed using the Partial Least Squares–Structural Equation Modeling approach. The results showed that cognitive load partially mediated the influence of technostress and digital literacy on student well-being. Technostress was shown to increase cognitive load and negatively impact student well-being, whereas digital literacy reduced cognitive load and improved student well-being. In addition, cognitive load also negatively affected student well-being. The novelty of this study lies in revealing the psychological mechanism through the mediating role of cognitive load, explaining how technostress and digital literacy simultaneously affect student well-being, and in providing empirical evidence on Muslim high school students, who are still rarely studied in digital literacy research. These findings emphasize the importance of managing technostress and strengthening digital literacy as key strategies in supporting student well-being in Islamic educational settings.
Co-Authors Abdul Rahman, Mohd Nazri Anbari, Mahdi Fatin Rohmah Nur Wahidah M Suud, Fitriah Na'imah, Tri Na’imah, Tri Noveni, Nia Anggri Nur'aeni, Nur'aeni Septyningtyas, Devi Jati Silawati, Endah Sriyanto Sriyanto Tahir, Kartini Radjabulan