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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 123 Documents
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Grit, Social Support, Stress, and Subjective Well-Being among First-Year Indonesian Muslim Migrant College Students 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

Living away from home have various challenges that may influence college students’ subjective well-being. There are different protective and risk factors can influence the well-being. In this study, we considered stress as the risk factor while social support as the protective factor. 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 investigated how grit as mediator in the relationship between social support and stress on the subjective well-being of students living away from home. Participants involved in this tudy were 262 university students. The analysis used included tests of normality and multicollinearity assumptions and mediation hypothesis testing with 5000 bootstrapping resampling. Results showed that the subjective well-being is positively correlated with social support and grit, and negatively correlated with stress. Furthermore, grit is able to mediate the influence of social support and stress on subjective well-being. Recommendation 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.
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.

Page 13 of 13 | Total Record : 123

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