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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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The Role of Self-Efficacy as a Mediator in the Relationship between Family Social Support and Resilience of Thesis-Writing Students at an Islamic State University Arlotas, Rena Kinnara; Ruaidah, Ruaidah; Febrianti, Ariska; Putra, Rahman Pranovri
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.v7i1.30008

Abstract

Resilience is an important psychological capacity for students in the thesis writing phase, as this phase is often accompanied by high academic pressure and psychological stress. This study aims to examine the effect of family social support on student resilience, with self-efficacy as a mediator. This study usedquantitative study with an ex-post facto approach. The participants in this study were 335 students who were writing their theses. The sampling technique used wasproportionate stratified random sampling. The instruments used in this study include the Family Social Support Scale, Self-Efficacy Scale, andDispositional Resilience Scale. Data analysis was conducted using simple regression analysis and mediation regression. The results showed that family social support had a significant effect on self-efficacy (p = 0.002 < 0.05), self-efficacy had a significant effect on resilience (p = 0.009 < 0.05), and family social support had a significant effect on resilience (p = 0.023 < 0.05). In addition, the results of the mediation analysis showed that self-efficacy fully mediated the relationship between family social support and resilience. This finding indicates that the higher the family social support, the stronger the student's self-efficacy, which ultimately increases the student's resilience in facing pressure and challenges during the thesis writing process.
The Role of Meaning in Life as a Moderator of the Relationship between Parental Acceptance, Religiosity, and Life Satisfaction in Parents of Children with Special Needs Masyhuri, Masyhuri; Asra, Yulita Kurniawaty; Wahyuni, Sri; Lubis, Muhammad Drajad; Yerima, Youssoufa Harouna
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.v7i1.30973

Abstract

Parenting children with special needs can be a significant challenge, often causing stress and lowering parental life satisfaction. This study aims to analyze the role of meaning in life as a moderator of the relationship between parental acceptance, religiosity, and life satisfaction in parents of children with special needs. This study used a quantitative approach involving 400 parents of children with special needs in Riau Province. The instruments used included the Parental Acceptance and Understanding of Autistic Children Scale (PAUACS), a religiosity scale, the Meaning in Life Scale, and the Satisfaction with Life Scale. Data analysis was performed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results revealed that parental acceptance and religiosity had a positive and significant effect on life satisfaction, whereas meaning in life had no significant effect. In addition, meaning in life was not shown to moderate the relationships between parental acceptance and religiosity and life satisfaction. These findings indicate that increased life satisfaction among parents of children with special needs is more influenced by the ability to accept the child's condition and strengthening religiosity than by the moderating function of meaning in life. This means that support programs for parents of children with special needs should be more focused on strengthening parental acceptance and religiosity as strategies to improve their well-being and life satisfaction.
Islamic Educational Values, Teacher Feedback, and Academic Resilience as Predictors of Self-Regulated Learning among Madrasah Students Rifqoh, Fany; Muhammad Nur Wangid; Suwarjo; Yulia Ayriza
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.v7i1.30976

Abstract

Research on self-regulated learning (SRL) in Islamic secondary education has predominantly emphasized pedagogical and psychological factors, while the role of Islamic educational values as a contextual determinant remains underexplored. This study addresses this gap by examining the structural relationships between Islamic Educational Values, Teacher Feedback, Academic Resilience, and Self-Regulated Learning among Madrasah Tsanawiyah students, with a focus on integrating moral, instructional, and psychological dimensions. A quantitative cross-sectional design was employed, involving 200 Madrasah Tsanawiyah students, and the data were analyzed using SEM-PLS. The results showed that Islamic Educational Values (t = 4.612, p < .001), Teacher Feedback (t = 2.487, p = .014), and Academic Resilience (t = 3.105, p = .002) were positively associated with Self-Regulated Learning. The model explained 56.2% of the variance in Self-Regulated Learning (R² = 0.562) and demonstrated satisfactory predictive relevance (Q² = 0.503). These findings provide empirical evidence that Islamic Educational Values, alongside Teacher Feedback and Academic Resilience, significantly contribute to students’ self-regulated learning. The study’s novelty lies in empirically examining an integrated SEM-PLS model that combines moral, pedagogical, and psychological constructs within the context of Islamic secondary education.
Maternal Well-Being in Families of Children with Neurodevelopmental Disorders: A Systematic Review Through an Ecological Systems Framework Ikhwanisifa, Ikhwanisifa; Rauf, Siti Hajar Abdul
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.v7i1.31027

Abstract

Despite growing research, limited integrative evidence exists on how multilevel determinants shape maternal well-being among families raising children with neurodevelopmental disorders (NDDs), particularly in non-Western contexts. This review aimed to examine how psychological resources, family processes, social support systems, and structural conditions interact to influence maternal well-being. Guided by Bronfenbrenner’s Ecological Systems Theory and the Family Stress Model, this systematic review followed PRISMA 2020 reporting guidelines and synthesized evidence from 34 empirical studies (2021–2026) retrieved from the Scopus database using thematic synthesis. Findings consistently indicate that psychological capital, adaptive coping, and social support emerged as the most frequently reported protective factors across studies. At the same time, caregiving burden, stigma, economic instability, and child behavioral challenges were the most common risk factors. Structural constraints and stigma were more consistently associated with maternal distress than child clinical severity across diverse contexts. These findings suggest that maternal well-being may be understood as a form of developmental infrastructure that supports family functioning and child development across ecological systems. The review highlights the need for culturally responsive, multilevel interventions in Southeast Asia, including strengthening social support systems, reducing stigma, and informing family-centered policies.
Religious Coping, Psychological Resilience, and Academic Motivation in Islamic Educational Settings: The Moderating Roles of Parental Attachment and Islamic Values Jayanti, Arini Mifti; Yuliasari, Hesty; Pusvitasari, Putri
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.v7i1.31089

Abstract

This study examined the direct effects of religious coping and psychological resilience on academic motivation. It investigated the moderating roles of parental attachment and Islamic values within an Islamic educational psychology framework. Conducted in Islamic educational settings, specifically pesantren and madrasah aliyah, in Yogyakarta, Indonesia, this study situates motivational processes at the intersection of psychological, relational, and Islamic dimensions that define the scope of Islamic educational psychology. A quantitative cross-sectional survey design was employed with a purposive sample of 305 students drawn from five Islamic educational institutions. Data were collected using five validated psychometric instruments, and analysis was conducted using hierarchical moderated multiple regression and simple slopes procedures in IBM SPSS Statistics Version 26.0 and Hayes' PROCESS macro. Results demonstrated that both religious coping and psychological resilience significantly and positively predicted academic motivation, with psychological resilience emerging as the stronger predictor. Parental attachment and Islamic values each significantly moderated both relationships, with Islamic values constituting the more dominant moderator, and the complete model explained 53.1% of the variance in academic motivation. The novelty of this study lies in its simultaneous integration of religious, psychological, and relational constructs within a unified moderation framework explicitly grounded in Islamic educational psychology, thereby extending motivational theory to a culturally and religiously underrepresented setting.
The Role of Perceived Social Support in Enhancing Psychological Well-Being among Pesantren Teachers Khodir, Abdul; Dewi, Damajanti Kusuma; Khoirunnisa, Riza Noviana
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.v7i1.31187

Abstract

Educators in Indonesian Islamic Boarding Schools operate under a complex triple mandate that requires them to act simultaneously as academic instructors, moral guides, and character builders. The complexity of these overlapping roles, combined with the constant expectation to serve as flawless moral exemplars within a highly communal environment, creates a unique psychological vulnerability among these educators. Therefore, this study aims to determine and analyze the predictive influence of perceived social support on teachers' psychological well-being across four schools within Islamic Boarding School X in Bojonegoro, East Java, Indonesia. A quantitative cross-sectional design was employed, using a saturated sampling technique to capture data from all 264 teachers across various educational tiers. Data were collected via highly validated psychological well-being and multidimensional perceived social support scales, and subsequently analyzed using simple linear regression. The results demonstrated that perceived social support significantly predicted teachers' psychological well-being (β = .534, t = 10.227), explaining 28.5% of the variance (R² = .285). These findings indicate that higher levels of perceived social support are associated with better psychological well-being among pesantren teachers. The study highlights the importance of strengthening social support systems within Islamic boarding schools to promote teachers' psychological well-being and support their professional functioning. The originality of this study lies in extending the literature on psychological well-being by examining the predictive role of perceived social support among pesantren teachers within the distinctive context of Indonesian Islamic boarding schools.

Page 14 of 14 | Total Record : 136

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