cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fitriah M. Suud
Contact Email
ijiep_journal@umy.ac.id
Phone
+6285270812895
Journal Mail Official
ijiep_journal@umy.ac.id
Editorial Address
Sekretariat Program Doktor Psikologi Pendidikan Islam Gedung Pascasarjana Universitas Muhammadiyah Yogyakarta Jl. Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta 55183 Indonesia
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
International Journal of Islamic Educational Psychology
Published by Universitas Muhammadiyah Yogyakarta
ISSN : 27455289     EISSN : 27231402     DOI : https://doi.org/10.18196/ijiep
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
International Journal of Islamic Educational Psychology (IJIEP) is an open-access publication, published by Universitas Muhammadiyah Yogyakarta. IJIEP provides an international forum for the discussion and rapid dissemination of research findings in psychological aspects of education ranging from pre-school to tertiary provision and the education of children. IJIEP aims to promote articles on Islam discuss that present original findings, new ideas, or concepts that result from contemporary research projects in Islamic education and Psychology area studies. As a journal that focuses on researches within a quantitative and qualitative scientific remit, IJIEP places particular emphasis on the publishing of high-quality empirical reports based on experimental and behavioral studies. Intended for a regional and global readership, IJIEP is published two times a year (June and December). As a peer-reviewed international journal, it welcomes scholarly in many countries works on Islam written in English.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 10 Documents
 1 
Search results for , issue "Vol 4, No 2 (2023): December" : 10 Documents clear
The Relationship between the Fear of Missing Out (FoMO) and Social Media Use in Articulating Islamic Identity among Muslim Millennials Ginting, Elisa Br; Suwarjo, Suwarjo; Lumbanbatu, Johannes Sohirimon; Sihotang, Din Oloan
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.18457

Abstract

Current technological developments have both positive and negative impacts. One of the negative impacts of excessive social media is that it can lead to addiction, cyberbullying, and fear of missing out (FOMO). It can even erode one's identity, as widely circulated videos on social media influence it. This research aims to analyze the relationship between FOMO, problematic use of social media, and expressions of Islamic identity. This research used the FoMO scale, social media disorder scale, and Instagram Islamic identity scale as measuring tools. A quantitative approach was employed, using multiple analyses, which revealed that FOMO and problematic use of social media simultaneously contribute to expressing Islamic identity. The subjects of this research were 177 Indonesian millennial Muslims who actively participated in the Instagram migration movement. Problematic use of social media and expression of Islamic identity effectively contributed 40.6% (36.7% from social media use and 3.9% from FOMO). Additionally, questionable social media use had a significant correlation with the articulation of Islamic identity, while FoMO itself did not correlate with it. These results can serve as a basis for future research on the expression of religious identity on social media and the development of interventions to address excessive social media use.
The Relationship between Personality and Academic Burnout: Exploring the Influence of Psychological Well-Being and Demographic Factors Wahyuni, Sri; Agustina, Hellya; Munthe, Ricca Angreini
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.18687

Abstract

Previous studies have found that academic burnout occurred at all levels of education, including universities. Academic burnout is characterized by emotional exhaustion, depersonalization, and a lack of confidence in students' abilities. Various variables can influence it, such as personality, well-being, and demographic factors. This research uses a correlational design to examine the relationship between personality and academic burnout among college students while exploring the role of psychological well-being as a mediator and demographic factors as a moderator. This design allows for the simultaneous collection of data from many individuals. We recruited 522 undergraduate students to participate in an online survey and used the Maslach-Student Burnout Inventory (MSBI), NEO Five-Factor Inventory (FFI), and Psychological Well-being Questionnaire for measurement. For data analysis, we used SPSS  version 25 and IBM SPSS AMOS version 24 to determine the mediation-moderation effect and tested the factor analysis of the proposed model. This research found a relationship between personality and academic burnout, with extraversion, agreeableness, conscientiousness, and openness to experience associated with low academic burnout. In contrast, neuroticism was associated with high academic burnout. Furthermore, the level of student psychological well-being was found to mediate the correlation between personality and academic burnout. Therefore, this study recommends that students, teachers, and parents pay attention to the importance of psychological well-being.
The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement Salma, Nabila; Alsa, Asmadi
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.18448

Abstract

This research aims to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used was a correlational survey. The subjects were students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique with 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predicted math achievement. Both self-regulated learning and student engagement in academic activities positively influenced math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement was 37.1%. Self-regulated learning contributed more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.
Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation Tahani, Adhwaa Viera Mahsa; Kurniawati, Kurniawati; Amaranggani, Anindhita Parasdyapawitra; Rahmandani, Amalia
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.19206

Abstract

Academic procrastination has been investigated for its relationship with low self-regulation, which is most likely influenced by adverse childhood experiences (ACEs). This quantitative study utilizes a survey and cross-sectional approach to explore the role of self-regulation in mediating the connection between ACEs and academic procrastination in emerging adult students. A convenience sample of 253 Indonesian students (Mage=20.40; SDage=1.518; Nfemale=97.1%) was obtained. The measurements included the Indonesian version of the Adverse Childhood Experiences Questionnaire (ACE-Q), the short version of the Self-Regulation Questionnaire (SSRQ), and the Academic Procrastination Scale. Statistical analysis was conducted using SPSS version 26. Out of all the participants, 74.3% reported experiencing at least one ACE. Although bivariate correlation analysis revealed a relationship between the variables, hypothesis testing through path analysis indicated that ACE did not have a direct effect on academic procrastination (B=0.871, SE=0.576, β=0.080; p 0.05), except when mediated by self-regulation (Sobel Statistic Test results: Z=4.51; p 0.001). This study highlights the importance of understanding the severity of ACEs in addressing poor self-regulation and mitigating academic procrastination among emerging adult students. Future studies may consider examining different types of ACEs, various aspects of self-regulation, and the role of sex.
Islamic Adaptive Resilience in Post-Conflict Schools and Natural Disasters of Aceh: A Longitudinal Case Study Bashori, Khoiruddin; Moerdijat, Rara Lestari
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.20674

Abstract

Adaptive resilience, as a theory, is examined from an Islamic perspective in schools that practice the Dayah system in Aceh. This study aims to identify Islamic adaptive resilience in schools that were built after conflicts and natural disasters. The method used in this study is qualitative, employing a case study approach. Data was collected through observation, interviews, and documentation at three schools in Aceh and their foundations in Jakarta. Data analysis was conducted using NVivo. The results demonstrate that Islamic adaptive resilience plays an active role in the post-disaster and post-conflict school recovery processes. The common aspects of Islamic adaptive resilience that were found include learning from experience, strong leadership at both the top and middle levels, collaboration, staff engagement, and well-being. The research recommends that institutions prioritize flexibility and the ability to respond quickly to any problem, as well as a commitment, particularly from the leadership, to the vision and mission that were established from the outset. Building a school with a strong foundation in beliefs and incorporating local culture requires significant attention in order to maintain and operate a creative and harmonious organization. This research contributes to assisting schools in post-conflict and post-disaster areas in developing effective strategies to promote adaptive resilience and enhance their ability to respond to future challenges. Moreover, it may contribute to the broader literature on leadership, organizational resilience, and Islamic values, providing insights into how leaders can integrate Islamic values into their leadership practices to promote organizational resilience in various context.
Enhancing Students' Religiosity in Educational Context: A Mixed-Methods Study in Islamic High School Mangestuti, Retno; Aziz, Rahmat
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.20275

Abstract

Cultivating religiosity among students in schools is a crucial initiative that should be implemented. The research aims to evaluate the impact of school climate on students' development of religiosity. The research methodology used mixed-method explanatory models to evaluate theories on school climate's influence on religiosity and explore teachers' strategies to develop students' religiosity within schools. Quantitative data was collected from 482 students at junior and senior schools, and qualitative data was gathered from six randomly selected teachers. Quantitative data was collected using school climate and religiosity scales. Descriptive and regression analyses were used to analyze the quantitative data, while thematic analysis was used for the qualitative data. The regression analysis results showed a value of R = 0.338, R2 = 0.114, p 0.005, indicating a positive impact of school climate on students' religiosity. Teachers employ six approaches to achieve this goal: habituation, guidance, leading by example, attention to individual students' needs, creating a positive atmosphere, and providing educational sanctions. These results highlight the importance of improving teachers' expertise in promoting student religiosity. Experimental research could be an effective alternative for further advancing this type of study.
The Influence of Spirituality on Academic Engagement through Achievement Motivation and Resilience Imron, Imron; Mawardi, Imam; Şen, Ayşenur
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.19428

Abstract

Academic involvement refers to the active participation of students in the learning environment. Several factors directly or indirectly influence students' academic involvement, including spirituality, achievement motivation, and resilience. This research aims to explore the impact of spirituality on academic involvement by examining its relationship with achievement motivation and resilience. The research adopted a quantitative correlational approach and considers three types of variables: independent variables, dependent variables, and intervening variables. The study involved 200 active students from the Islamic Religious Education Study Program at Universitas Muhammadiyah Magelang, who were selected using a lottery method. Data collection for this research was done through a questionnaire, and the analysis involved descriptive statistics and path analysis. The findings demonstrate a significant influence of spirituality on students' academic involvement through achievement motivation and resilience. Spirituality has an impact on both achievement motivation and resilience. Furthermore, the study revealed that achievement motivation and resilience shaped students' academic involvement. Spirituality positively affected academic involvement by promoting achievement motivation and resilience. Thus, students with strong spirituality tended to exhibit higher achievement motivation and resilience, positively contributing to their academic involvement.
Memorizing the Quran: Exploring Academic Hardiness, Self-Efficacy, and Perceived Social Support in Islamic Schools Yundianto, Devie; Khatami, Muhammad; Fathony, Ahmad; Rangkuti, Anna Armeini; Syahputra, Wahyu
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.19812

Abstract

Religion-based schools with a curriculum focused on Quran memorization face challenges in integrating general education with religious education, emphasizing reasoning and memorization. Students must possess academic hardiness to actively participate in learning and develop self-efficacy in memorizing the Quran. Additionally, students require social support to reinforce the impact of academic hardiness on self-efficacy. This research explores the educational and psychological factors that can enhance students' ability to memorize the Quran. The study involved 113 participants, and data were collected using convenience sampling for ease of access. The data were analyzed using moderation analysis with SPSS version 22 and the add-on Macro Process by Hayes. The findings indicated that academic hardiness influences self-efficacy in Quran memorization, with social support playing a moderating role. Specifically, the results revealed that only parental support moderated the influence of academic hardiness on self-efficacy (t (113) = 2.88, p0.01). This research is a valuable reference for family studies, highlighting parents' significant role in their children's academic development. This study's novelty is identifying psychological factors contributing to children's memorization of the Quran.
The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation Simbolon, Siti Eni Aisyah; Kusumaputri, Erika Setyanti; Hadji, Almira Amilbangsa
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.19692

Abstract

Encouraging autonomy among students in the academic setting is a strategy to promote continued education. One way to foster academic autonomy is through supportive relationships between the school environment and parents. This study assesses how autonomy, control, academic socialization, and parental response to academic grades predict students' autonomous academic motivation in Sleman Regency. This quantitative research employs cluster random sampling, using the SPSS 23.00 application to select five madrasah samples from 10 State Tsanawiyah madrasahs in Sleman Regency. A Likert-scale questionnaire was administered to 569 students to collect data. Data analysis involved conducting multiple regression analyses after performing classic assumption tests, including normality tests, linearity tests, multicollinearity tests, heteroscedasticity tests, and testing hypotheses. The analysis results revealed that three out of the six relationships tested are significant, while the other three variables are not. Specifically, parental autonomy support, behavioral control, and response without punishment significantly correlated with students' autonomous academic motivation. On the other hand, psychological control's relationship with academic autonomous motivation, the relationship between students' academic socialization and academic autonomous motivation, and the relationship between punitive responses and academic autonomous motivation were found to be insignificant. The findings recommend that parents adopt parenting styles that address children's psychological needs,  connected to their motivation for academic autonomy.
Increasing Proactive Work Behavior Among Teachers in Islamic Senior High School: The Role of Ethical Work Climate and Perceived Organizational Support Pradesa, Hafid Aditya; Tanjung, Hasrudy; Agustina, Iin; Salleh, Nik Sarina Nik Md
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.19911

Abstract

Educational institutions, such as Islamic high schools, face challenges in managing teacher performance, particularly in promoting proactive behavior. This study explores the impact of an ethical work climate characterized by principles of caring, instrumental independence, service, rules, and codes, as well as perceived organizational support (POS), on teachers' proactive behavior in Islamic senior high schools. The study includes a one-month convenience sampling period, with 104 teachers from Medan, North Sumatra, participating as respondents. Primary data was collected through the respondents' perceptions and analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). Findings highlight that an ethical work climate has a greater influence on teachers' proactive behavior than POS. While perceived organizational support remains important, Islamic schools' unique cultural and religious context may elevate the significance of an ethical work climate. Teachers may perceive ethical guidelines and values as integral to their role and mission within the Islamic educational setting, leading to a more profound impact on their proactive engagement than the general perception of organizational support. The study concludes that the ethical work climate in Islamic senior high schools influences teachers' proactive behavior. It emphasizes the importance of fostering and maintaining an ethical work environment to support teachers professionally.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025): December Vol. 6 No. 1 (2025): June Vol. 5 No. 2 (2024): December Vol 5, No 1 (2024): June Vol 4, No 2 (2023): December Vol 4, No 1 (2023): June Vol 3, No 2 (2022): December Vol. 3 No. 2 (2022): December Vol. 3 No. 1 (2022): June Vol 3, No 1 (2022): June Vol 2, No 2 (2021): December Vol. 2 No. 2 (2021): December Vol 2, No 1 (2021): June Vol 1, No 2 (2020): December Vol 1, No 1 (2020): June More Issue