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Fitriah M. Suud
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Sekretariat Program Doktor Psikologi Pendidikan Islam Gedung Pascasarjana Universitas Muhammadiyah Yogyakarta Jl. Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta 55183 Indonesia
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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 114 Documents
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Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement Novarizka, Shalsabilla; Na'imah, Tri; Dwiyanti, Retno; Noveni, Nia Anggri; Satata, Dian Bagus Mitreka; Şen, Ayşenur
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23643

Abstract

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.
Self-Regulation as a Mediator Between Learning Motivation and Academic Procrastination in Students Who Are Preparing a Thesis Aulia, Aulia; Septiantika, Dewi Fortuna; Perdana, Daviddefikry Yondra; Azis, Agung Putra; Irawan, Dwi Bagus; Fajar, Masyhuril
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23697

Abstract

Academic procrastination is the failure to complete an academic task within the desired timeframe or postpone the task until the last moment. Academic procrastination can be reduced if students have good self-regulation and motivation. This study aims to empirically test the role of learning motivation in academic procrastination with self-regulation as a mediator. This study uses a quantitative approach with a cross-sectional study. The population in this study is students who are working on a thesis, have worked on at least one semester, and are active in organizations. Sampling was done using purposive sampling techniques. The instruments used are the learning motivation scale, the academic procrastination scale, and the self-regulation scale. The data analysis in this study uses a path analysis technique with the partial least square structural equation model (PLS-SEM). The program or software used to conduct the analysis is SmartPLS 4. The results showed that self-regulation played a mediator between learning motivation and academic procrastination, with a significance value of 0.001 (p<0.05). Coefficient Test -0.242 (p-Value,0.001<0.05). Regulation partially mediates the relationship between learning motivation and academic procrastination. The conclusion of this study states that self-regulation plays an important role in mediating the relationship between learning motivation and academic procrastination in students. In other words, the ability to self-regulate effectively can help students overcome the tendency to delay completing academic assignments.
Self-regulated Learning as a Mediator between Authoritative Parenting and Academic Achivement of Junior high School Students Husnaini, Husnaini; Izzaty, Rita Eka
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.24071

Abstract

This research begins with a situation that shows the low academic achievement of junior high school students. Self-regulated learning and authoritative parenting are supporting factors that produce students with good academic achievement. Therefore, this research aims to show the influence of self-regulated learning as a mediator between authoritative parenting and learning achievement in junior high school students in Depok District. This research approach was quantitative research using survey methods. This research was conducted in Depok District, Sleman Regency, with a sample of 303 students. Data collection techniques used cluster random sampling, with research instruments on the scales of authoritative parenting and self-regulated learning. The validity test used total score results (r), and the reliability test used Cronbach's Alpha, with an authoritative parenting style scale value of 0.862 and a self-regulated learning scale of 0.879. In addition, data analysis techniques were carried out using regression with PROCESS v4 for SPSS by Andrew F. Hayes. The research results show that self-regulated learning acts as a mediator between authoritative parenting and learning achievement. In this research, path c had a higher coefficient of 0.4181, and path c' was lower at 0.2501. Based on both, the regression coefficient c' decreased, proving the existence of partial mediation. It can be concluded that there is a partial mediation effect of self-regulated learning from authoritative parenting on learning achievement.
Mindfulness, Emotional Intelligence, and Gender as Predictors of Academic Motivation in High School Students Askara, Ghanisa Anggit; Putra, Rahman Pranovri; Herwin, Herwin; Rizky, Deo Alfa
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.24634

Abstract

Academic motivation plays a very important role in the student's learning process, influencing various aspects of development. This study aims to see academic motivation in students in terms of mindfulness, emotional intelligence, and gender. This study is a quantitative study with an ex-post facto approach using multiple linear regression tests and using independent sample T tests to compare academic motivation based on gender. The number of samples in the study was 375 high school students using simple random sampling techniques. The results of this study indicate that there is a significant positive influence between mindfulness and emotional intelligence on academic motivation with a significance value of .000 (<.05) and affects academic motivation by 69.0%. Comparison of academic motivation based on gender found that men are higher than women with a mean difference of 1.78 with a significance of .004 which shows a significant difference.  This study shows that mindfulness and emotional intelligence are significant predictors of academic motivation in high school students. Mindfulness allows students to be more focused and aware of the learning process, thus reducing distractions and increasing academic engagement. Meanwhile, emotional intelligence helps students manage emotions, deal with academic stress, and build positive relationships, which in turn support motivation to learn.
The Role of Self-Efficacy and Religiosity in Determining Female Teachers' Resilience Marisa, Siti; Daulay, Nurussakinah; Darmayanti, Nefi; Shakirah Mat Akhir, Noor
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.24814

Abstract

Resilience is a crucial element in helping teachers manage various pressures and demands stemming from dual roles as educators and homemakers. This study aims to examine the influence of self-efficacy and religiosity on resilience, as well as to test the moderating role of religiosity in the relationship between self-efficacy and resilience. The study involved 167 female teachers from state madrasahs in Medan City as respondents. Data collection was conducted through a survey using online questionnaires employing three measurement tools: the General Self-Efficacy Scale (GSES), the Short Muslim Belief and Practice Scale (Short-MPBS), and the Connor-Davidson Resilience Scale-25 (CD-RISC-25). Data analysis was carried out using Structural Equation Modeling (SEM). This research offers novel insights into understanding resilience among female madrasah teachers by introducing religiosity as a moderating variable. The findings indicated that: 1) there is a positive relationship between self-efficacy, religiosity, and resilience; 2) religiosity does not moderate the relationship between self-efficacy and resilience. This study reveals that although religiosity serves as spiritual support, the dominance of self-efficacy highlights the importance of tangible actions in overcoming challenges. The study underscores the significance of building self-efficacy and provides new insights into developing support strategies for female madrasah teachers. Field data support the hypotheses.
Exploring Life Satisfaction as a Bridge Between Taqwa and Psychological Well-Being in Muslim Adolescents Sufya, Dina Haya; Abas, Nurul Ain Hidayah
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.24976

Abstract

Life satisfaction is a crucial component of psychological well-being, and its role as a mediator between religious practices, such as taqwa, and overall mental health in Muslim adolescents is an emerging area of interest. The research aims to bridge the gap in understanding how religious values, particularly the love and fear of Allah, influence life satisfaction and psychological well-being. A mixed-methods approach with a convergent parallel design was employed to collect both quantitative and qualitative data. Quantitative data were gathered using validated scales. Qualitative data were obtained through open-ended questions to capture personal experiences. Structural Equation Modeling (SEM) was utilized to assess the direct and indirect relationships between variables, while qualitative analysis provided a contextual understanding of the quantitative findings. The quantitative analysis revealed that taqwa positively influenced both life satisfaction (path coefficient = 0.191, p < 0.001) and psychological well-being (path coefficient = 0.134, p = 0.005). Life satisfaction was found to significantly mediate the relationship between taqwa and psychological well-being, amplifying the beneficial effects of faith.  However, the fear of Allah was not directly associated with psychological well-being and may contribute to anxiety when not balanced with love for Allah. Qualitative responses emphasized that authentic spiritual engagement, such as the love and worship of Allah, fostered peace and happiness among students. The findings highlight the importance of nurturing love, hope, and gratitude toward Allah, suggesting that faith-based programs should emphasize these aspects to improve mental health. This research can inform the development of emotional resilience and spiritual fulfillment programs in Islamic boarding schools.
Positive Thinking as a Mediator in the Relationship Faith and Resilience in Students Who Are Working on a Thesis Muslimin, Zidni Immawan; Pihasniwati, Pihasniwati; Widuri, Erlina Listyanti; Anilon, Basir Jarah
International Journal of Islamic Educational Psychology Vol. 6 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i1.25059

Abstract

Students who are working on a thesis include individuals who are vulnerable to experiencing mental disorders due to the heavy burden and demands of the thesis. In facing these challenges, students need resilience skills to complete the thesis process successfully. This correlational study aims to determine the relationship between faith and resilience in students completing a thesis, with positive thinking as a mediator. The subjects of this research were undergraduate students at universities in the Special Region of Yogyakarta who were preparing a thesis with a study period of more than 7 semesters, totaling 99 respondents. In this study, three scales were used: the scale of faith, whose aspects were taken from Al Banna, with a reliability coefficient of 0.927; the positive thinking scale, which refers to the aspects of Albercht's opinion, with a reliability coefficient of 0.949, and the resilience scale, which refers to the aspects of Grotberg, with a reliability coefficient of 0.944. Hypothesis testing was conducted using mediation regression analysis with the Jamovi program (version 2.3). The results showed that aqeedah (faith) positively affected positive thinking in students completing their thesis. Positive thinking had a significant positive effect on resilience. Directly, aqeedah positively affected resilience, indicating that positive thinking could partially mediate the relationship between faith and resilience.
The Role of Forgiveness in Moderating Self-Acceptance and Self-Control among Adolescents of Divorced Parents Hidayat, Fauziah Nadrotun Nisa; Nashori, Fuad
International Journal of Islamic Educational Psychology Vol. 6 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i1.25717

Abstract

Divorce is often viewed as a last resort for marital conflict resolution, yet it can lead to significant psychological effects on children, particularly in reducing self-control. This study aimed to examine the moderating role of forgiveness in the relationship between self-acceptance and self-control among adolescents with divorced parents. Two hundred fifteen (215) adolescents in Yogyakarta, Indonesia, were selected using non-probability quota sampling. Data were collected using the Brief Self-Control Scale (BSCS), Transgression-Related Interpersonal Motivation (TRIM-18) for forgiveness, and Berger’s Self-Acceptance Scale. Moderation regression analysis was conducted using JAMOVI version 2.3.18. The results revealed a significant negative moderating effect of forgiveness: higher levels of forgiveness weakened the positive influence of self-acceptance on self-control. This finding challenges the conventional belief that forgiveness always enhances psychological adjustment. In certain cases, forgiveness—especially when driven by external expectations or unresolved emotions—may hinder internal self-regulation processes fostered by self-acceptance. Theoretically, this study contributes to the understanding of complex emotional dynamics in adolescents from divorced families. Practically, it suggests that mental health interventions should prioritize the development of authentic self-acceptance and emotional readiness before promoting forgiveness. Programs to support adolescents post-divorce should consider individual differences, the timing of forgiveness, and cultural contexts when designing effective psychological or educational intervention
Gratitude, Optimism, and Subjective Well-Being: Empowering Honorary Teacher to Thrive Amid Challenges Masyhuri, Masyhuri; Sudirman, Subhan Ajrin; Fadhli, Muhammad; Qaderi, Sabza Gol
International Journal of Islamic Educational Psychology Vol. 6 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i1.25744

Abstract

Honorary teachers in special schools often face complex challenges, both professionally and emotionally, impacting their subjective well-being. This study aims to examine the influence of gratitude and optimism on subjective well-being honorary teachers teaching in special schools. This quantitative study uses an ex post facto approach with multiple linear regression tests. The samples size in the study was 152 honorary teachers teaching in special schools, selected using cluster random sampling techniques. The measuring instruments used were a modification of the Gratitude Scale (α = .789), a modification of the Optimism Scale (α = .889), and a combination of the Satisfaction with Life Scale (SWLS) and the HOT Scale to measure Subjective Well-Being (α = .802). Data analysis was carried out using SPSS) version 25. Hypothesis testing using multiple linear regression showed that gratitude and optimism simultaneously had a significant effect on subjective well-being (F = 793.986; sig. = .000; R = .702; R² = .492). Gratitude (t = 12.935; sig. = .000) and optimism (t = 63.816; sig. = .000) also had significant individual effects. The effective contribution of gratitude was 23.8%, and optimism was 25.4%. Thus, the results of this study indicate that gratitude and optimism together have a very significant effect on subjective well-being. Therefore, policymakers and educational institutions must strengthen these psychological aspects to improve honorary teachers' subjective well-being in special schools.
Exploring Affect Organizational Citizenship Behavior Towards Happiness at Work of Islamic-Based Junior High School Teachers Amalia, Hana Ayu; Kusmaryani, Rosita Endang; Saputra, Wildan Aji; Laabed, Elhadfa
International Journal of Islamic Educational Psychology Vol. 6 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i1.25798

Abstract

This study explores how organizational citizenship behavior (OCB) affects teacher happiness at work (HAW) among Islamic-based junior high school teachers. Happier teachers are more effective educators, as workplace happiness enhances their ability to create a conducive learning environment. Schools that foster positive work environments boost teachers' organizational citizenship behavior. The results indicated that OCB dimensions significantly affected HAW, with conscientiousness having the strongest effect. A quantitative approach was employed, using a sample of 131 Islamic-based junior high school teachers. Instruments measuring HAW and OCB were adapted from existing research and analyzed using confirmatory factor analysis (CFA) and Partial Least Squares (PLS). A quantitative cross-sectional survey was conducted using CFA and PLS to analyze multidimensional relationships. The path coefficient was 0.195 (p-value = 0.000), indicating that altruism significantly affects HAW. The path coefficient was 0.184 (p-value = 0.000), indicating that civic virtue significantly affects HAW. The path coefficient was 0.282 (p-value = 0.000), indicating conscientiousness significantly affects HAW. The path coefficient was 0.187 (p-value = 0.000), indicating that courtesy significantly affects HAW. The path coefficient was 0.217 (p-value = 0.000), indicating that sportsmanship significantly affects HAW. The R-Squared was 0.828, which means the contribution of OCB to HAW was 82.8%, which means H6 is accepted. These findings have important implications for both theory and practice, as they highlight the role of OCB in enhancing teacher happiness, particularly in Islamic-based school settings.

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