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Mental Resilience Education for Children with Grandparents (Study of Three Successful Grandmothers Who Care for Their Grandchildren) Azam Syukur Rahmatullah; Moh. Toriqul Chaer
MUWAZAH : jurnal kajian gender Vol 12 No 2 (2020)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/muwazah.v12i2.8583

This research aims to explore the way grandmother’s struggle hard in educating her grandchildren, who are entrusted to them by their biological parents. This research is field research with a phenomenological approach. The research location was in the Puring, Kebumen, Central Java, with three grandmothers who are considered successful in raising and educating their biological grandchildren. The three grandmothers were taken into a sample based on appropriate criteria and were deemed to be successful in applying mental resilience education to their biological grandchildren. Grandchildren who are used as objects of research are also those who are considered successful in implementing mental resilience education imposed by their grandmothers. The findings of this study stated that from these three grandmothers in Puring Kebumen, all of them had concepts and actions that were appropriate and clear to be applied to their grandchildren. Children who grandmothers raise have good cognitive and independent development. The relationship between grandmother, mother and child show a synergy for emotional attachment between them. The significance of the younger mother, the length of education, and the grandmother's attachment will affect the increased independence of the child.

Peran Pengasuhan Konselor dalam Membentuk Karakter Positif Peserta Didik di Sekolah Azam Syukur Rahmatullah
Cakrawala: Jurnal Pendidikan Vol 15 No 2 (2021)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v15i2.279

This study examines the role of a counselor in school for establish the behavior of a student to be positive. So far, a counselor is considered as scary monster for students and provides less intense care for students, so that the care provided is not optimal and even tends not to be included in the actual parenting criteria. This research is a library research, which examines through writings related to counseling guidance in schools. Researchers seek to explore works related to research on counseling guidance. The results obtained are that the need for nurturing a counselor who is sincere, attached, and enriched with unconditional love, which is full of love, intimacy, friendship, and is able to enlighten the students, which in the end will be able to bring students towards positive character behavior. With this, there is a need for consistent and continuous care, not the type of care that is only temporary, or just seems like a mere formality, because with this consistent nature of care, it will produce students who are healthy, and able to function fully. It is different if what is put forward is care that is temporary in nature, will make children return to unproductive behavior, and behavior that is not positive in character.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

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