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All Journal International Journal Ihya' 'Ulum al-Din Bulletin of Counseling and Psychotherapy Al-Hayat: Journal of Islamic Education
Muaz, Yusuf Ahmed
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Religion Arts Humanities Education Health Professions Public Health Social Sciences Other

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Collaboration on Local Wisdom-Based Character Education between Schools and Parents of Students in Islamic Religious Education Units Kibtiyah, Asriana; Idawati, Khoirotul; Muaz, Yusuf Ahmed
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.175

Abstract

This study aims to identify and describe the forms of collaboration between schools and parents in implementing character education for pupils in Years 1 to 3 at the primary education level, also known as the Madrasah Ibtidaiyah. A descriptive qualitative approach was employed using phenomenological methods, enabling an in-depth exploration of the subjective experiences of educational stakeholders. Data were collected through triangulated in-depth interviews, limited participatory observation, and document analysis. The findings reveal that collaboration in character education between madrasahs and parents is dynamic, integrative, and multidimensional, consisting of five key forms: 1) consistent two-way communication serving as an ecological bridge between home and school; 2) participatory parental involvement in school activities as contextual arenas for value socialisation; 3) character value synchronisation through co-developed guidance, establishing a microsystemic moral contract between teachers and parents; 4) integration of local wisdom values such as ojo dumeh, unggah-ungguh, and gotong royong, reinforcing pupils' cultural identity; and 5) character reinforcement through family-based support involving moral rituals, daily habits, and reflective practices at home. The study is limited by its localised context, relatively few participants, and the absence of prolonged observation of home–school interaction. Its original contribution lies in integrating Bronfenbrenner's ecological theory with culturally grounded character education practices and recommending digital and community-based collaborative strategies suitable for primary education settings in Indonesia.
Nurturing Moderate Islam: Strategic Da’wah Communication in The Digital Era for Generation Z Choirin, Muhammad; Dwijayanto, Arik; Yumna, Laila; Muaz, Yusuf Ahmed
International Journal Ihya' 'Ulum al-Din Vol. 26 No. 1 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ihya.26.1.20008

Abstract

Indonesia is a country rich in cultural diversity and home to the largest Muslim population in the world. The study explores the communication strategy of da’wah among Generation Z through digital media. Against diverse cultural influences, the research specifically aims to unravel the intricacies of employing digital media to convey moderate Islam's universal values. Qualitative methods such as interviews, observations, and documentation were employed to internalize the universal values of moderate Islam. What emerges from this exploration is the pivotal role of social media in crafting effective communication strategies. The findings, drawn from insights provided by five informants aged 21-24, underscore the significant role of social media in shaping effective communication strategies for proselytization and fostering the embrace of moderate Islamic values within Generation Z. This research not only contributes to the scholarly discourse on religious communication but also provides practical implications for those engaged in proselytizing efforts.
Effects of Neuro-Semantic Reframing on Students’ Emotional Coping Kibtiyah, Asriana; Jasminto; Muaz, Yusuf Ahmed; Tasya, Dinar Ayu; Mustafida, Fita
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.258

Abstract

Academic stress often undermines university students’ emotional coping abilities. This study examines the effectiveness of a neuro-semantics-based cognitive reframing technique in enhancing students’ emotional coping when facing academic stress. A quasi-experimental one-group pre-test–post-test design was used, involving 31 undergraduate students from Universitas Hasyim Asy’ari Tebuireng Jombang who experienced academic stress. Data were collected using the Emotional Coping Scale (ECS) and analysed with paired sample t-tests in SPSS 26.0 to measure changes after the intervention. Results showed a significant improvement in emotional coping abilities after the intervention (p = .000, p < 0.05), indicating that neuro-semantics-based reframing effectively enhanced adaptive emotional regulation and resilience against stress. The study's limitations include a small sample, the absence of a control group, and a short intervention period. Future studies should use larger, more diverse samples and longer-term designs to validate these results. This research provides empirical support for integrating cognitive-behavioural and neuro-semantic frameworks in psychological interventions. It demonstrates how meaning reconstruction and meta-state alignment can foster more profound emotional transformation, offering a novel approach to managing academic stress among students.
Does Depression Influence Academic Stress Among University Students Through Anxiety? Kibtiyah, Asriana; Muaz, Yusuf Ahmed; Barhordin, Ariga; Umam, Khoirul; Widiyati, Evita; Mustafida, Fita
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081716000

Abstract

This study investigates how depression contributes to academic stress among university students, with anxiety functioning as a mediating factor. The research arises from growing concerns about students’ emotional challenges linked to demanding academic expectations and post-pandemic adjustment. Using a quantitative design, the study involved 76 undergraduates recruited through purposive sampling. Standardised measures of depression, anxiety, and academic stress were administered, and the data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS 4. The findings showed that depression significantly predicted academic stress (β = 0.352, p = .003) and strongly increased anxiety levels (β = 0.642, p < .001). Anxiety also contributed to academic stress (β = 0.380, p < .001) and served as a partial mediator between depression and academic stress (β = 0.244, p = .004). The model displayed moderate explanatory power (R² = 0.440). Overall, the results support Lazarus and Folkman’s (1984) transactional stress model and Beck’s (1979) cognitive theory, highlighting the interaction of cognitive and emotional factors. Practically, the study underscores the importance of counselling approaches that strengthen cognitive–emotional regulation and promote mental health literacy in universities.
Co-Authors Asriana kibtiyah Barhordin, Ariga Dwijayanto, Arik Fita Mustafida Idawati, Khoirotul Jasminto Khoirul Umam Kibtiyah, Asriana Laila Yumna Muhammad Choirin Tasya, Dinar Ayu Widiyati, Evita