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All Journal Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Walada: Journal of Primary Education
Gazi Saloom
Universitas Islam Negeri Mataram
Religion Humanities Education Social Sciences Other

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Problematic Internet Use: The Influence of Self-Esteem, Emotion Regulation, and Social Support in University Students Nurul Astri; Gazi Saloom; Valendra Granitha Shandika Puri; Akhmad Baidun
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Februari
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.v7i1.22760

Abstract

Problematic internet use has increasingly become a concern alongside the rapid advancement of digital technology. This study aims to examine the influence of self-esteem, emotion regulation, and social support as independent variables on problematic internet use. A quantitative approach was employed involving 254 university students in the Greater Jakarta area selected through non-probability sampling. Data were collected using the Generalized Problematic Internet Use Scale 2 by Caplan (2010), Self-Liking/Self-Competence Scale by Tafarodi & Swann (2001), Emotion Regulation Questionnaire by Gross & John (2003), and Multidimensional Scale of Perceived Social Support by Zimet et al. (1988). The results show that self-esteem, emotion regulation, and social support simultaneously have a significant effect on problematic internet use, contributing 36,9%. At the dimensional level, self-liking negatively predicts problematic internet use, while self-competence and expressive suppression show significant positive effects. Cognitive reappraisal and all dimensions of social support do not show significant effects. These findings highlight the importance of internal psychological factors, such as self-esteem and emotion regulation, in explaining problematic internet use.
KONSTRUKSI, BIAS, DAN REKONSTRUKSI GENDER DALAM PENDIDIKAN ISLAM UNTUK MEWUJUDKAN PENDIDIKAN YANG RESPONSIF GENDER Laili Sulistiana; Era Mutiara Pertiwi; Gazi Saloom; Fathurrahman Muhtar; Ismailthoib
Walada: Journal of Primary Education Vol. 5 No. 1 (2026): Walada: Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i1.553

Abstract

Gender equality in education is a central agenda within the Sustainable Development Goals (SDGs), particularly in ensuring inclusive and equitable quality education. However, significant challenges persist, especially in developing countries, where social norms, cultural structures, and unequal access continue to shape gender disparities. In the context of Islamic education, gender issues become more complex due to the interaction between religious texts, interpretations, and socio-cultural practices. This study aims to analyze the construction of gender concepts in Islamic education, identify forms of gender bias, and explore strategies for developing gender-responsive Islamic education. This research employs a qualitative approach based on library research, collecting data from scholarly literature, including books, journal articles, and policy documents. Data were analyzed using content analysis in stages: categorization, interpretation, and synthesis. The findings reveal that gender construction in Islamic education is not solely derived from normative religious texts but is significantly influenced by socio-cultural contexts, resulting in dualistic gender roles. Gender bias manifests in curricula, pedagogical practices, and institutional structures, often in both explicit and implicit forms. Despite these challenges, there is a growing transformation toward more inclusive practices, although it remains non-linear and faces cultural and ideological resistance. This study proposes an integrative reconstruction model of Islamic education based on three dimensions: theological reinterpretation, pedagogical transformation, and institutional reform. This model offers a comprehensive framework for promoting gender-equitable and inclusive Islamic education.
Problematic Internet Use: The Influence of Self-Esteem, Emotion Regulation, and Social Support in University Students Nurul Astri; Gazi Saloom; Valendra Granitha Shandika Puri; Akhmad Baidun
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Februari
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.v7i1.22760

Abstract

Penggunaan internet bermasalah semakin meningkat seiring dengan pesatnya kemajuan teknologi digital. Penelitian ini bertujuan untuk menguji pengaruh harga diri, regulasi emosi, dan dukungan sosial sebagai variabel independen terhadap penggunaan internet bermasalah. Penelitian ini menggunakan pendekatan kuantitatif dengan melibatkan 254 mahasiswa di wilayah Jabodetabek yang dipilih melalui teknik non-probability sampling. Instrumen penelitian yang digunakan meliputi Generalized Problematic Internet Use Scale 2 oleh Caplan (2010), Self-Liking/Self-Competence Scale oleh Tafarodi & Swann (2001), Emotion Regulation Questionnaireoleh Gross & John (2003), dan Multidimensional Scale of Perceived Social Support oleh Zimet et al. (1988). Hasil analisis regresi linier berganda menunjukkan bahwa harga diri, regulasi emosi, dan dukungan sosial secara bersama-sama berpengaruh signifikan terhadap penggunaan internet bermasalah dengan kontribusi sebesar 36,9%. Pada tingkat dimensi, self-liking berpengaruh negatif, sedangkan self-competence dan expressive suppression berpengaruh positif secara signifikan. Cognitive reappraisal serta seluruh dimensi dukungan sosial tidak menunjukkan pengaruh yang signifikan. Temuan ini menunjukkan pentingnya faktor psikologis internal seperti harga diri dan regulasi emosi dalam menjelaskan penggunaan internet bermasalah.
Co-Authors Akhmad Baidun Era Mutiara Pertiwi Fathurrahman Muhtar Ismailthoib Laili Sulistiana Nurul Astri Puri, Valendra Granitha Shandika