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Hamid Mukhlis
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INDONESIA
Journal of Psychological Perspective
Published by Utan Kayu Publishing
ISSN : 27154785     EISSN : 27154807     DOI : https://doi.org/10.47679/jopp
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
JOPP (Journal of Psychological Perspective), with registered ISSN 2715-4785 (Print) and ISSN 2715-4807 (online), is a Presented to encourage and facilitate the publication of result of the research in psychology: This journal contains a article on psychology field that includes: Social Psychology Clinical Psychology Educational Psychology Industrial and Organisational Psychology Islamic Psychology JOPP (Journal of Psychological Perspective) is an international journal devoted to publishing theoretically oriented, empirical research that is at the intersection of psychology and media/mediated communication. Research topics include media uses, processes, and effects. Reports of empirical research, theory papers, state-of-the-art reviews, replication studies and meta-analyses that provide a major synthesis of primary research findings in a pivotal area will be considered. We encourage preregistrations and welcome the inclusion of supplementary materials, such as stimuli, measures, preanalysis plans, deidentified data, and code as a part of new submissions. Manuscripts will be judged by the degree to which they contribute to theory and advance the body of knowledge about the psychology of uses, processes, or effects of the media. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 108 Documents
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The State of the Metaverse in Education: A Narrative Review of Trends, Applications, Challenges and the Emerging Role of Family–School Interactions Mohammadi, Delaram; Ebrahimi, Omid
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412402025

Abstract

This study explores the evolving role of the metaverse in education, with a particular focus on emerging trends, pedagogical applications, and the transformative potential of family-school interactions within virtual learning environments. This study examined articles from January 2000 to May 2025 using a narrative review method. The statistical population of the study includes all studies conducted on education in the metaverse, and through content analysis, research trends, patterns, geographical distribution, opportunities, and challenges of education in the metaverse were examined. Through a comprehensive review, we identify three dominant trends: (1) increasing adoption of immersive technologies in STEM and arts education, (2) growing research interest post-pandemic, particularly in North America and East Asia, and (3) the development of multi-layered educational interactions (student-teacher, peer-to-peer, and parent-school). Key applications demonstrate the metaverse's capacity to enable borderless collaboration, personalized learning through AI analytics, and culturally inclusive educational experiences. The analysis reveals significant opportunities for family engagement, including real-time parental participation in learning processes and enhanced safety monitoring features. However, critical challenges emerge, including digital equity gaps (particularly in Middle Eastern and African contexts), privacy concerns, technological addiction risks, and special needs accessibility barriers. The findings suggest that while the metaverse offers innovative pathways for reimagining education, its successful integration requires addressing infrastructural limitations, developing ethical frameworks, and implementing targeted teacher and parent training programs. This review contributes to ongoing discussions about digital transformation in education by highlighting both the disruptive potential and implementation complexities of metaverse technologies in family-school ecosystems.
Exploring Local Residents’ Psychological Stances for Regenerative Tourism Ceniza, Rose Anelyn Visaya; Ceniza, Chris Lloyd Alderite; Liporada, Audrey Ann Tabigue
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412252025

Abstract

This study aimed to investigate the psychological stances of local residents on tourism development in the coastal area where beach resorts and other captivating sights were established. It intended to contribute evidence-based information for policy considerations and livelihood programs toward regenerative tourism. This study utilized a qualitative research design that employed a one-on-one interview and focus-group discussions to gather meaningful data. The research participants were the local residents including males and females, living within the tourism structures in the Municipality of Governor Generoso, Davao Oriental, Philippines. The findings show that residents expressed concern for safety alongside feelings of pride, joy, and gratitude toward tourism. These psychological stances reflect a growing sense of belonging and ownership, aligning with regenerative tourism’s emphasis on community agency and emotional investment. This was further reflected in their active participation in community initiatives and efforts to protect and promote their local environment. On the other hand, some participants manifested an anxious mentality and emotionality of repression and inhibition despite the growing tourism industry in their place. Despite the economic advancements brought by tourism, certain individuals continued to experience feeling of anxiety and emotional constraint, hindering their full participation in the industry’s benefit. Based on the psychological stances of local residents on tourism development, policy recommendations were discussed and a capacity-building program was designed and proposed. This program aims to support regenerative tourism, ultimately enhancing the quality of life of the people in the community. Additionally, the socio-demographic profiles of the participants were described.
Optimism and Hope: The Psychological Foundation for Building Grit in Islamic Boarding School Students Putra, Rahman Pranovri; Sudirman, Subhan Ajrin; Yusri, Nur Aisyiah; Ramadhanti, Auliya
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412612025

Abstract

The high dropout rate in Islamic boarding schools in Indonesia poses a significant educational challenge. Many adolescents lose interest in continuing their education at boarding schools, resulting in many of them dropping out. Increased grit is believed to have a significant impact on the academic success of adolescents in these schools. This study examines the influence of optimism and hope on grit in adolescents attending Islamic boarding schools. The study uses a quantitative ex-post facto approach, involving 367 teenagers selected through multistage random sampling. Data were collected using the Short Grit Scale (Grit-S), an optimism scale, and the Dispositional Adult Hope Scale, and analyzed using multiple regression with SPSS Version 27. The results showed that optimism and hope together have a positive and significant effect on grit (p 0.05). Partially, optimism acts as a positive belief in future outcomes that encourages students to view challenges as opportunities, while hope provides clarity of purpose and the ability to devise alternative strategies to overcome obstacles. These findings confirm that the synergy between optimism and hope forms a psychological foundation that strengthens students' resilience amid academic and spiritual demands in the dormitory.
What Works and What Challenges in Blended Learning: A Qualitative Case Study of University Lecturers’ Perspectives at an Indonesian Public University Hidayati, Izzanil; Rahman, Abdur; Deri, Putri Sukma; Susanti, Meria; Maputra, Yantri
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412552025

Abstract

This qualitative case study was conducted at a public university in Indonesia. Blended learning is an instructional approach that combines face-to-face meetings with online learning activities. Its effectiveness depends significantly on the appropriate integration of digital technologies, particularly during synchronous and asynchronous online sessions. This study explores university lecturers’ perspectives on the implementation of blended learning as experienced by students. Employing a qualitative research design, data were collected through open-ended questionnaires and focus group discussions (FGDs). The participants comprised 37 lecturers from Padang State University, with five of them participating in the FGDs. The findings revealed four dominant themes in lecturers’ perceptions: (1) technical challenges, (2) diminished social interaction between students and lecturers as well as among students, (3) instructional effectiveness, and (4) lecturers’ digital competence. A concise conceptual model shows that technical constraints directly reduce social interaction and instructional effectiveness, while lecturers’ digital competence can mitigate these effects through purposeful design and facilitation. The implications emphasize the need for structured institutional support, including reliable campus connectivity and learning management system uptime, a sequenced and sustained program of pedagogical upskilling for lecturers, and clear integration guidelines that align online components with course learning outcomes, so that blended learning is scalable and effective in developing country contexts with similar conditions. This study provides context rich evidence from Indonesia and contributes to the international literature on blended learning implementation.
Navigating Emerging Adulthood: The Role of Religious Coping in Promoting Flourishing Among Indonesian University Students Qonita, Aisyah; Saleh, Airin Yustikarini
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412162025

Abstract

This study examined the relationship between positive and negative religious coping and flourishing, conceptualized through the PERMA model of subjective well-being, among Indonesian university students in emerging adulthood. Emerging adulthood (ages 18–25) is a developmental stage marked by identity exploration and emotional transitions, making religious coping a potential protective factor for psychological flourishing. A total of 278 participants completed online questionnaires assessing religious coping and well-being. Data were analyzed using Spearman’s rho and partial correlation controlling for age, gender, and education. Results showed a significant positive association between positive religious coping and well-being (ρ = .284, p .001, 95% CI [0.16, 0.39]) and a weak negative association for negative religious coping (ρ = –.101, p = .033, 95% CI [–0.22, 0.02]). Effect sizes were small (R² = .08 and R² = .01), and post-hoc power analysis indicated adequate statistical power (1–β = .99). The strongest link was observed in the meaning dimension, underscoring spirituality’s central role in constructing purpose and acceptance. Although the effects were modest, the findings highlight that positive religious coping contributes to flourishing within Indonesia’s collectivist and religious culture, serving as a psychological resource that supports meaning-making and emotional well-being during the transition to adulthood.
Trait Anxiety and Fictional Exposure: How Movie Preferences Shape Psychological Resilience and Pandemic Preparedness Dar, Kaneez Fatima; Asthana, Manish Kumar
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412602025

Abstract

People differ in their ability to cope with stressful situations. The pandemic outbreak put the world under a lot of stress and challenges in the form of its prevention and its repercussions. People with different levels of trait anxiety cope differently with stressful situations. This study examines the association of trait anxiety with pandemic psychological resilience and pandemic preparedness. People around the world enjoy engaging with fictional experiences. One reason why people enjoy such experiences is that they provide people with simulations of real events that can act as a source of information. The current study investigated the relationship between movie genres and psychological resilience and preparedness towards the pandemic. We conducted an online study with 120 participants, mean age (SD) =18.36 (.73) years. The data was collected through convenience and snowball sampling methods. The participants filled out demographic questionnaires, State-Trait Anxiety questionnaire, Emotion Regulation Questionnaire, movie genre preference questionnaire, pandemic psychological resilience scale, and pandemic preparedness scale. The results indicated a negative interaction between trait anxiety and cognitive reappraisal, a positive interaction between trait anxiety and positive resilience, and a positive interaction between trait anxiety and psychological distress towards the pandemic. Our results showed that certain movie genre preferences are significantly correlated with positive resilience and psychological distress towards the pandemic.
The Context of Distraction: Moderating Effects of Academic Discipline and Socioeconomic Status on Cell Phone Multitasking and GPA among Indian Undergraduates Joshi, Suresh C.
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412802025

Abstract

This study investigated how cell phone multitasking (CPM) influences academic performance, measured by Grade Point Average (GPA), among Indian undergraduate students. A total of 476 students from a large private university in Northern India completed a structured survey assessing CPM frequency, socioeconomic status (SES), academic discipline, and institutional phone-use policies. Hierarchical regression analysis was conducted to examine the predictive relationship between CPM and GPA and to test the moderating effects of SES and academic discipline. Results indicated a significant negative association between CPM and GPA (ρ = –0.15, p 0.001), with students who multitasked more frequently exhibiting lower academic performance. In the final regression model, CPM emerged as a statistically significant but modest predictor of GPA (β = –0.06, p 0.05), explaining a small proportion of variance in academic outcomes (ΔR² = 0.035, total R² = 0.130). The effect size was small but significant (ηp² = 0.016, 95% CI [0.000002, 0.0106]). The negative association was stronger among STEM students (ρ = –0.20, p 0.001) and those from lower SES backgrounds (ρ = –0.25, p 0.001), suggesting that both cognitive load and socioeconomic constraints exacerbate the academic costs of multitasking. Furthermore, stricter institutional phone policies mitigated CPM’s adverse impact on GPA. These findings demonstrate that frequent multitasking with mobile phones hinders academic achievement, particularly among students facing higher cognitive demands or limited resources. The study underscores the importance of structured phone-use policies, targeted digital literacy programs, and equitable academic support to help students regulate digital distractions and enhance learning outcomes in higher education contexts.
Online Gambling Consumer Behavior: Addiction, Social Stigma, Psychological Distress, and Gender Differences Utami, Tri; Suryani, Yulinda Erma; Marjukah, Anis; Purwaningsih, Danik Eka
Journal of Psychological Perspective Vol 7, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.7412702025

Abstract

This study investigates the differences in online gambling addiction, psychological distress, and social stigma considerations between men and women. Furthermore, this study examines the moderating role of gender in the relationship between social stigma and online gambling addiction, and between addiction and psychological distress. This research involved 191 respondents, with 128 men and 63 women. Results showed that men have significantly higher levels of addiction, psychological distress, and consideration of social stigma compared to women. Social stigma has a significant positive effect on addiction, while addiction itself has a positive impact on psychological distress for both genders. However, gender does not moderate these relationships, suggesting that the mechanisms influencing addiction and psychological distress are universal across genders. This study emphasises the need for inclusive preventive interventions, particularly targeting young men, and social support-based and empathetic educational approaches to reduce addictive behaviors and mitigate the psychological consequences of online gambling.

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