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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 136 Documents
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Grit as a Mediator of the Relationship Between Stress, Social Support, and Subjective Well-Being among First-year Indonesian Muslim Students from Out of Town Rachmahana, Ratna Syifa'a; Damri, Rafi; Hutagalung, Fonny Dameaty
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28732

Abstract

Students living away from home often face challenges that diminish their well-being. This study examine stress as a risk factor and social support as a protective factor for subjective well-being. The relationship between social support and stress on the subjective well-being of students living away from home can be facilitated by other variables, one of which is grit. This study examined how grit acts as a mediator in the relationship between social support and stress, influencing the subjective well-being of students living away from home. This study employed a non-random, purposive sampling technique, which enabled the successful analysis of 262 data points. The analysis included tests of normality and multicollinearity assumptions, as well as mediation hypothesis testing with 5,000 bootstrapping resamples. Results showed that subjective well-being is positively correlated with social support and grit, and negatively correlated with stress. Furthermore, grit can mediate the influence of social support and stress on subjective well-being. These results have important implications for students' stress management and interpersonal relationship maintenance. Institutions can support student well-being by creating collaborative learning environments. Recommendations for further research are offered, including increasing sample size, involving more diverse demographics, and incorporating other psychological variables to clarify and increase the complexity of this model. In addition, Islamic-based research can integrate models with Islamic psychological variables, such as istiqamah and sa'adah.
The PERMA+I Model as an Islamic Values-Based Positive Education Framework: An Ethnographic Study at Edufic Alhail, Hadi; Fathiyah, Kartika Nur; Juliati, Ade Putri; Pertiwi, Sekar Ayu Fajar; Hayundaka, Anandam; Muhladin, Hildan; Almedy, Taufik Hidayat
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28769

Abstract

This study explores how the concept of positive education is perceived and implemented by leaders and teaching staff at the non-formal educational institution Edufic. Positive education integrates the principles of positive psychology into the learning process to enhance students’ well-being, learning motivation, and academic achievement. Using a qualitative ethnographic design, data were collected through in-depth interviews and participatory observation and then analyzed using Spradley’s model, which includes semantic, domain, taxonomic, componential, and thematic analyses. Data validity was ensured through triangulation until saturation was reached. The findings revealed that positive education at Edufic is designed to develop Islamic literacy through the integration of the UK and Al-Azhar curricula, with a focus on promoting positive emotions. The concept is perceived through six main sub-domains: (1) happiness, love of learning, optimism, flow, and enthusiasm; (2) curiosity and interest; (3) support, empathy, acceptance, and appreciation; (4) purposeful and systematic behavior; (5) productivity, motivation, and success; and (6) monotheism and piety. The integration of Islamic values expands the meaning of each PERMA+I domain—Positive Emotion, Engagement, Relationship, Meaning, Accomplishment, and Islamic Value through concepts such as tawhid, akhlaq, and worship. Overall, Edufic’s system does not adopt a secular view that separates knowledge from religion; rather, it integrates Islamic values as the essence of faith and moral beauty within the PERMA model. Thus, the adaptation of the PERMA+I model bridges Western positive psychology with Islamic spirituality, creating a holistic, contextual, and transcendental framework for positive education in non-formal settings.
Navigating Job Insecurity: The Role of Islamic Personality, Forgiveness, and Social Support on the Well-Being of ASN PPPK Lecturers Iredho Fani Reza; Eko Oktapiya Hadinata; Kiki Cahaya Setiawan; Nasywa Syahira Oktaviani; Salsabila Nur Kamilah; Zarnalia Amanda
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28904

Abstract

In the midst of structural transitions within Indonesia’s civil service system, ASN-PPPK Lecturers face unique psychological challenges, including contractual uncertainty, administrative pressure, and disparities in remuneration. These stressors threaten their subjective well-being (SWB), which is essential for professional performance and institutional resilience. This study aims to analyze the influence of gratitude, forgiveness, Islamic personality, and social support on the SWB of   ASN-PPPK Lecturers. Using a quantitative correlational design, the study involved 401 respondents selected through purposive sampling. Data were analyzed using multiple regression via JASP version 0.95.3.0. The results indicated that forgiveness, Islamic personality, and social support had a significant influence on SWB, while gratitude exhibited a positive but statistically insignificant effect. These findings implied that internalized Islamic values and interpersonal resources played a more critical role in sustaining lecturers’ well-being than individual emotional appreciation alone under structurally constrained conditions. Therefore, universities are encouraged to develop institutional policies that strengthen social support systems, foster forgiveness-based conflict management, and integrate Islamic personality development into lecturer mentoring and well-being programs. From the perspective of Islamic psychology, this study underscores the importance of contextualizing spiritual constructs within structural realities. It supports the advancement of integrative models of well-being that combine faith-based values with organizational interventions.
Islamic Psycho-Education for Student Engagement and Academic Stress Reduction: A Quasi-Experimental Study in Indonesian Pesantren Musslifah, Anniez Rachmawati; Cahyani, Rusnandari Retno; Anwariningsih, Sri Huning; Deporos, Saprolla Rollie C
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.29313

Abstract

Current classroom management in Indonesian pesantren often neglects psycho-spiritual dimensions essential for mitigating academic stress, while empirical evidence on faith-based interventions remains scarce. This quasi-experimental study aimed to evaluate the impact of a structured eight-week Islamic psycho-education intervention on student engagement and academic stress levels. Using a pretest–posttest non-equivalent control group design, participants were 60 pesantren students selected through purposive sampling. The experimental group received an Islamic psycho–education–based classroom management intervention integrated into routine instructional activities, incorporating the muhasabah technique and reflective learning journals grounded in selected Qur’anic verses. Data were collected using the Student Engagement Scale (SES) and the Depression, Anxiety, and Stress Scales (DASS-21). MANCOVA analysis revealed that the intervention significantly increased student engagement (mean difference = +12.4, p < 0.01) and reduced academic stress (−9.7, p < 0.05) compared to controls. Specifically, the integration of tawakal and tazkiyah emerged as a dominant predictor of reduced anxiety (β = −0.42, p = 0.003). This study advances educational and Islamic psychology by empirically supporting the integration of Islamic spiritual constructs into psycho-educational interventions. In practice, the findings support the use of structured Islamic psycho-education in pesantren classroom management and student counseling, offering a culturally responsive model for policy and curriculum development in faith-based education.
Developing Social Sensitivity Through Prophetic Parenting Psychoeducation: A Contextual Teaching and Learning Approach in Islamic Boarding Schools Hamidah, Iim Imas; Falah, Falasifatul; Warizki, Viyanita Nur Putri Eka; Putra, Septian Prawisuda
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.v6i1.25834

Abstract

Social sensitivity is a fundamental competency for harmonious communal living and realizing of Islamic social ethics. Among the causes of problematic behaviors among Islamic boarding school (pesantren) students in the post-COVID-19 period, such as bullying, is a decline in students' social sensitivity.  This study aimed to examine the effectiveness, durability, and qualitative behavioral impact of a Prophetic Parenting Psychoeducation program delivered through a Contextual Teaching and Learning (CTL) approach on social sensitivity among pesantren students. The measuring instrument used was a Social Sensitivity Scale developed by Bozdağ and Bozdağ (2021), adapted for the Indonesian pesantren context, with a Cronbach's Alpha reliability coefficient of 0.815. This study used a mixed-methods approach with a sequential explanatory design in which a quasi-experiment was carried out, followed by a qualitative study. The sample was selected with a purposive sampling technique, involving students aged 12 to 18 with low to moderate levels of social sensitivity. A total of 40 students were divided into 20 in the experimental group and 20 in the control group. Data analysis used a paired sample t-test and the N-Gain effectiveness test, supplemented by thematic analysis of qualitative data. The results showed that the prophetic parenting psychoeducation intervention through the CTL approach significantly increased the social sensitivity of post-COVID-19 pesantren students in the experimental group compared to the control group, with effectiveness in the moderate category. Qualitative findings revealed behavioral changes across four interconnected domains: empathic awareness, prosocial responsibility, cognitive flexibility, and respectful social interaction. This result supports the role of the CTL approach in educational psychology and the application of prophetic parenting values in Islamic education to increase adolescents' social sensitivity.
Peaceful and Anti-Violent Online Habitus: Navigating Indonesian School Social Media in Yogyakarta Nurwanto, Nurwanto; Amalia, Luky Sandra
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.v6i1.31158

Abstract

Amid the growing use of digital social media among adolescents and schools, online platforms have increasingly become spaces where cyber-violence, intolerance, and hate speech are circulated. The purpose of this article is to analyse the content of anti-violence and pro-peace posted on social media platforms in five senior high schools in Yogyakarta, Indonesia. Previous studies have focused on violence on social media, whereas this study extends the discussion to peace campaigns. It explores contents and netizens’ comments posted from January to June 2021, during the early COVID-19 pandemic. By using Bourdieu’s notion of habitus, this study examines three social media platforms, namely Facebook, Instagram, and Twitter, owned by each of the five schools, and identifies conversational perspectives on peace and anti-violence referred to as online habitus. NVivo (version 1.3) was used to generate dominant words and phrases from the data. The main words and phrases include school academic achievement, appreciation for students and alumni, religious activities, and extracurricular activities. However, peace-related themes were partly reflected in the school social media platforms. The peace-oriented themes generated from the data include public virtues, institutional values, and personal commitment. These thematic foci suggest that anti-violent habitus has been disseminated to a limited extent. In addition, there were fewer responses from netizens regarding peace promoted through social media. This study suggests that future research should involve more schools and examine greater attention to peace and anti-violence campaigns through digital social media.
Explaining Student Well-Being in the Digital Era: Cognitive Load as a Psychological Mechanism Linking Technostress and Digital Literacy Azzahra, Nabilla Feylisha; Na'imah, Tri; Abdul Rahman, Mohd Nazri; Anbari, Mahdi; Silawati, Endah
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.29935

Abstract

The increasing use of learning technology has given rise to various psychological problems among students, particularly technostress and limited digital literacy, stemming from the demands of digital assignments and the complexity of learning platforms. These factors can increase cognitive load and disrupt student well-being. This study used a quantitative explanatory design involving 220 students (N = 220) with a mean age of 16 years (SD = 0.73) and was analyzed using the Partial Least Squares–Structural Equation Modeling approach. The results showed that cognitive load partially mediated the influence of technostress and digital literacy on student well-being. Technostress was shown to increase cognitive load and negatively impact student well-being, whereas digital literacy reduced cognitive load and improved student well-being. In addition, cognitive load also negatively affected student well-being. The novelty of this study lies in revealing the psychological mechanism through the mediating role of cognitive load, explaining how technostress and digital literacy simultaneously affect student well-being, and in providing empirical evidence on Muslim high school students, who are still rarely studied in digital literacy research. These findings emphasize the importance of managing technostress and strengthening digital literacy as key strategies in supporting student well-being in Islamic educational settings.
Islamic Spirituality and Subjective Well-Being Among University Students: The Mediating Role of Contentment with Life Annatagia, Libbie; Rusdi, Ahmad
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.31090

Abstract

University students often face various academic and non-academic challenges that may affect their well-being. This study examines the role of Islamic spirituality in predicting subjective well-being among university students, with a focus on the mediating effect of life satisfaction. A total of 191 university students participated in this study and completed measures of Islamic spirituality, life contentment and satisfaction, positive and negative affect. Data were analyzed using SEM–path. The results showed that Islamic spirituality significantly predicted life contentment (β = 0.45), life satisfaction (β = 0.29), positive affect (β = 0.53), and negative affect (β = −0.27). Contentment with life significantly predicted satisfaction with life (β = 0.53), but did not predict positive affect (β = 0.01) or negative affect (β = −0.19). The indirect effect of Islamic spirituality on satisfaction with life through contentment with life was significant (β = 0.24). In contrast, the indirect effects on positive affect (β = 0.00) and negative affect (β = −0.09) were not significant. These findings indicate that contentment with life functions as a mediator only for the cognitive component of subjective well-being, while affective components are influenced primarily through direct pathways. The novelty of this study lies in positioning contentment as a distinct virtue-based construct that explains how spirituality contributes to university students’ well-being. In this regard, university-based support systems, including counseling services, could integrate spirituality and contentment approaches to more effectively promote students’ well-being.
Efficacy of Islamic-Integrated Cognitive Behavioral Therapy for Reducing Fear of Missing Out (FOMO) in Madrasah Students Fuadi, Ikhsan; Casmini, Casmini
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.31696

Abstract

Fear of Missing Out (FOMO) has become an emerging psychological problem among adolescents due to intensive social media use, particularly among madrasah students. Excessive social media engagement may trigger anxiety, social comparison, emotional distress, and decreased academic concentration. This study aimed to examine the efficacy of Islamic-integrated Cognitive Behavioral Therapy (CBT) in reducing FOMO by incorporating Islamic values of gratitude (shukr), contentment (qana’ah), and trust in God (tawakkal) into cognitive restructuring and behavioral change processes. The study employed a quantitative approach using a true experimental pretest–posttest control group design. Participants consisted of Muslim senior high school adolescents (N = 20) with high FOMO levels who were assigned to experimental and control groups. Data were collected using the Online Fear of Missing Out Scale (ON-FOMO) and analyzed using Paired Samples t-Tests and Independent Samples t-Tests. The findings revealed a statistically significant reduction in FOMO scores among students in the experimental group (p = 0.001 < 0.05), with the mean score decreasing from 71.4 at pretest to 58.5 at posttest. Significant posttest differences were also found between the experimental and control groups (p = 0.001 < 0.05). Furthermore, the effect size (Cohen’s d = 2.48) indicated a very large intervention effect. These findings suggest that Islamic-integrated CBT is efficacious in reducing FOMO while strengthening students’ psychological and spiritual well-being in the digital era.
Peer Social Support and Self-Esteem as Subjective Well-Being Predictors of Late Adolescents in Bandar Lampung Ulfa Jauhari, Rosy Maria; Izzaty, Rita Eka; Jauhari, Tontowi; Sabza Gol Qaderi
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.28836

Abstract

Late adolescents experience academic and social pressures that may influence their subjective well-being. However, evidence on the roles of peer social support and self-esteem in Muhammadiyah senior high schools remains limited. Therefore, this study examined the influence of peer social support and self-esteem on the subjective well-being of late adolescents. This study employed a quantitative, ex post facto approach. The research was conducted in Bandar Lampung, Indonesia, with a sample of 150 late adolescents. Sample selection in this research used a random sampling technique. In contrast, data collection used a subjective well-being scale (reliability = 0.898), a peer social support scale (reliability = 0.878), and a self-esteem scale (reliability = 0.842). Data analysis was performed using multiple regression analysis. The results showed a significant effect of peer social support on self-esteem and late adolescent subjective well-being, accounting for 44.3%. Variables related to peer social support and self-esteem played an important role in shaping subjective well-being among late adolescents. This study offers a novelty by simultaneously examining both variables within a population of late adolescents in a Muhammadiyah-based educational setting. The findings highlight the importance of developing school-based interventions that strengthen supportive peer relationships and foster positive self-esteem to enhance students' subjective well-being, particularly in faith-based educational contexts

Page 13 of 14 | Total Record : 136

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