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AKADEMIK: Jurnal Mahasiswa Humanis
Published by Perhimpunan Sarjana Ekonomi dan Bisnis
ISSN : -     EISSN : 27748863     DOI : 10.37481/jmh
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
AKADEMIK: Jurnal Mahasiswa Humanis merupakan jurnal elektronik bagi mahasiswa agama, pendidikan, hukum politik, komunikasi, dan psikologi di dalam mempublikasi karya tulis ilmiah (sebagai tugas akhir), baik berupa skripsi, tesis maupun disertasi.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 490 Documents
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Integrasi Nilai, Etika, dan Perspektif Qur’ani dalam Kurikulum Bahasa Arab: Studi Kasus pada Pesantren Islam Hidayatunnajah Bekasi Abdul Jabbar Mukhtar; Alwi Salam; Alvin Tubagus Cahya Nugraha; Acep Hermawan
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2152

Abstract

This study aims to examine the integration of values, ethics, and Qur'anic perspectives within the Arabic language curriculum at Islamic educational institutions. Employing a descriptive qualitative approach, data were collected through in-depth interviews, classroom observations, and document analysis involving the curriculum coordinator, Arabic language teachers, and relevant instructional materials. The findings reveal that value integration is discernible across multiple dimensions of the curriculum: in the curricular objectives, which simultaneously emphasize linguistic competence and moral character development; in the instructional materials, which incorporate Islamic narratives and Qur'anic verses; in the learning process, which cultivates habitual practices such as Islamic greetings, courteous expressions, and supplications; and in the assessment system, which evaluates not only linguistic fluency but also students' conduct, manners, and overall disposition. These findings affirm that Arabic language instruction in the studied institution functions not merely as a linguistic subject, but as a meaningful vehicle for the internalization of Qur'anic values and the consistent formation of Islamic character within the everyday learning culture
Pengaruh Attentional Control terhadap Working Memory pada Mahasiswa Vianca Theaqila Sudradjat; Najwa Putri Chairi; Nikita Keisya Salsabila; Moh Harun Ar Rosyid; Harsya Muttaqin
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2158

Abstract

The rapid advancement of digital technology has led to increased smartphone distraction among university students, particularly through notifications that disrupt learning activities. Such distractions potentially impair attentional control, which plays a critical role in working memory processes. This study aims to investigate the impact of smartphone notification interruptions on students' working memory.  Using a quantitative experimental approach with a between-subjects design, this study involved undergraduate students aged 18–25, who were assigned to either a control group or an experimental group. The stimulus consisted of 15 meaningful words presented sequentially over approximately 45 seconds. The experimental group received three chat notification interruptions during the stimulus presentation, whereas the control group experienced no distractions. Following the presentation, participants underwent a one-minute retention interval before being asked to recall and write down as many words as possible using the free recall method. An Independent Samples t-Test revealed a significant difference between the experimental and control groups, t(28) = -3.54, p = 0.001. The experimental group achieved a lower recall score (M = 3.40; SD = 1.18) compared to the control group (M = 5.40; SD = 1.84). These findings demonstrate that smartphone notification interruptions can disrupt attentional control and diminish working memory performance in university students.
Pengaruh Durasi Istirahat Belajar terhadap Performa Kognitif Siswa Saffana Nafisa Putri; Nabilla Aulia; Nida Aulia Nasywa Mahfuuzhoh; Sharira Nurul Ivana; Vania Zahra Anisa Salvi
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2159

Abstract

This study aims to determine the effect of study break duration on students’ cognitive performance, specifically on their working memory capacity. This study employed a Between-Subjects Post-test Only experimental design based on the MAXMINCON (Maximize The Effect of Systematic Variance) principle. A total of 33 tenth-grade students from SMKN 20 Jakarta were selected using simple random sampling and randomly assigned to three groups, each receiving a different rest duration: 5 minutes, 10 minutes, and 15 minutes. In the classroom, participants memorized a series of numbers from the Digit Span Test, followed by a predetermined rest period. During this time, students were allowed to sleep or chat but were strictly prohibited from using smartphones or leaving the classroom to buy snacks. After the break ended, they were asked to recall and write down the numbers they had memorized, then fill out a questionnaire via Google Forms. The data were analyzed using an ANOVA test, followed by a Games-Howell test. The results of the analysis using Welch’s ANOVA showed that the duration of breaks during learning significantly affected students’ cognitive performance (F = 18.7, p < 0.001). Post-hoc analysis using the Games-Howell test revealed no significant difference in working memory capacity between the 5-minute break group (M = 16.8) and the 10-minute break group (M = 15.9) (p = 0.97). In contrast, students with a 15-minute break duration demonstrated significantly higher cognitive performance (M = 32.5) compared to the two groups with shorter breaks, with their average scores nearly doubling. This study concludes that a break duration of at least 15 minutes is necessary for cognitive recovery and to effectively reduce academic cognitive load.
Pengaruh Paparan Musik Klasik terhadap Working Memory pada Mahasiswa Nabila Amani Faatihah; Dannisa Marsya Aurelia; Fadya Suci Prameswari; Alifah Shabiyah Amri
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2165

Abstract

Complex academic demands require optimal working memory, which is often impaired by information overload and distractions. This study aims to examine the effect of exposure to Mozart’s Clarinet Concerto in A Major, K.622 on the working memory of sixth-semester students at Al Azhar Indonesia University. Utilizing a quantitative experimental approach with a Randomized Two-Group Post-Test Only Design, 30 students were randomly assigned to either an experimental group (with music exposure) or a control group (no treatment). Working memory was measured using the Merkaufgaben (ME) subtest of the Intelligenz Struktur Test (IST), and data were analyzed using an Independent Samples t-Test in Jamovi Statistical analysis was conducted using an Independent Samples t-Test, taking into account the distribution characteristics of the data. Statistical analysis revealed a significant difference between groups (p = .032), with the experimental group demonstrating higher working memory performance. In conclusion, Mozart's classical music serves as an effective, practical strategy to enhance working memory and support students' academic performance.
Eksperimen Social Comparison terhadap Tingkat Self-Esteem pada Mahasiswa Adelia Rafif Talaby Susilo; Hanifah Putri Salma; Jasmine Aurelia Amanda Wipayana; Karina Pebrianty Utami
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2170

Abstract

The rapid development of social media has increased opportunities for university students to engage in social comparison, particularly upward social comparison, which may influence their self-esteem. While previous studies have consistently reported a negative association between social comparison and self-esteem, most have relied on correlational designs that cannot establish causal relationships. This study aimed to examine the effect of social comparison on students’ self-esteem using an experimental approach. A randomized two-group posttest-only design was employed involving 30 undergraduate students aged 18–24 years, who were randomly assigned to either an experimental group (n = 15) or a control group (n = 15). Data were collected online through Google Forms after participants provided informed consent. The experimental group was exposed to social media content depicting students with outstanding academic and non-academic achievements to induce upward social comparison, whereas the control group viewed neutral content without social comparison cues. Participants’ state self-esteem was measured using the State Self-Esteem Scale (SSES) developed by Heatherton and Polivy (1991). Data were analyzed using an Independent Samples t-Test to compare self-esteem scores between groups. The results showed no statistically significant difference between the experimental and control groups (t = 0.528, p = 0.602), indicating that a single brief exposure to upward social comparison content was insufficient to produce a measurable change in students’ state self-esteem under the conditions of this study.
Pengaruh Intervensi Self-Compassion terhadap Academic Burnout pada Mahasiswa Rekha Sahirah Dasril; Siti Najwa Aulia; Zahwa Nurlailia; Zizi Zahra Z.M
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2175

Abstract

Academic burnout is a psychological condition commonly experienced by university students due to prolonged academic demands. The factors that influence this condition are emotional exhaustion, cynicism, and  reduced academic efficacy. This condition affects performance, leading to a lack of satisfaction in the learning process. Previous research shows that self-compassion plays an important role in reducing academic burnout among students. Self Compassion is the attitude of accepting and caring for one's own shortcomings, failures, and suffering, without avoiding those experiences. Self-Compassion consists of three main components self-kindness, common humanity, and mindfulness. However, previous research is still limited in explaining the role of self-compassion as a factor influencing academic burnout. Thus, by using an experimental method with two groups, namely the experimental group and the control group, this study aims to see the extent of the influence of self-compassion on academic burnout. This study involved 30 participants consisting of undergraduate students. All participants were ensured to meet the criteria for experiencing academic burnout thru a screening process at the initial stage before the implementation of the research. Data collection was conducted using the Academic Burnout Scale (ACS) and the Self-Compassion Scale (SCS). Additionally, the materials for the self-compassion intervention were developed based on the components found in the Self-Compassion Scale (SCS). The collected data were analyzed using descriptive statistics, paired sample t-test, and independent sample t-test. The research results show a significant impact of the self-compassion intervention on the reduction of academic burnout in the experimental group (EG). This was significantly evidenced by a t-value of t(14) = 3.16 and a significance value of p = 0.007 (p > 0.05), with an effect size based on Cohen’s d of 0.817.
Pengaruh Metode Mencatat (Handwriting Vs Typing) terhadap Daya Ingat (Memory Recall) pada SMA Bakti Idhata Muthiah Syafitri; Wanda Amalia; Zahratul Aulia; Rahma Aulia
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2177

Abstract

The increasing use of digital devices in schools has changed students’ note-taking habits, yet evidence regarding whether handwriting or typing leads to better memory recall among Indonesian high school students remains limited. This study aimed to compare memory recall performance between students who habitually used handwriting and those who preferred typing during learning activities. A quantitative comparative study with a post-test-only design was conducted involving 24 students from SMA Bakti Idhata selected through purposive sampling. Participants were classified into handwriting (n = 12) and typing (n = 12) groups based on their regular note-taking practices. All participants received the same learning material and completed a standardized memory recall test after the learning session. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, an independent-samples t-test, and the Mann-Whitney U test. Descriptive results showed that the typing group achieved a higher mean score (90.2) than the handwriting group (83.6). However, the independent-samples t-test (p = 0.201) and Mann-Whitney U test (p = 0.230) indicated no statistically significant difference between the two groups. These findings suggest that note-taking method alone does not determine memory recall, as learning outcomes may also be influenced by attention, motivation, learning habits, and engagement during instruction.
Pengaruh Video Motivasi Berbasis Figur Inspiratif terhadap Academic Self-Confidence pada Mahasiswa Jahrotu Hilwani; Antasena Agung S. J; Alika Syifa Luthfiah Ail; Damiano Galih Nugroho
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2179

Abstract

Academic self-confidence plays an important role in students' academic achievement, learning motivation, and classroom engagement. Although previous studies have widely examined instructional videos as learning media, empirical evidence regarding the effectiveness of inspirational figure-based motivational videos as a psychological intervention to enhance academic self-confidence remains limited, particularly within Indonesian higher education. This study aimed to investigate the effect of inspirational figure-based motivational videos on students' academic self-confidence. A quantitative experimental approach employing a pretest-posttest control group design was conducted with 30 undergraduate students who were randomly assigned to an experimental group (n = 15) and a control group (n = 15). Academic self-confidence was assessed using the Academic Confidence Scale (ACS), and the data were analyzed using paired-sample and independent-sample t-tests. The findings revealed a significant improvement in academic self-confidence among students who received the motivational video intervention (t = −3.70, p = .002), whereas no significant change was observed in the control group (t = −0.550, p = .591). Furthermore, the experimental group achieved significantly higher posttest scores than the control group (t = 2.32, p = .028). These findings indicate that inspirational figure-based motivational videos can serve as an effective digital intervention for strengthening students' academic self-confidence in higher education.
Pengaruh Aktivitas Scrolling Sosial Media terhadap Performa Recall Kata (Immediate Recall) pada Mahasiswa Syalesa Aura Mardhatillah; Najla Balqis Tsabitah; Sausan Salsabila; Novianti Sagita Eka Pratiwi
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2180

Abstract

The increasing use of social media among students raises concerns about its impact on cognitive functions, particularly memory ability. The activity of scrolling thru social media, which involves rapid, diverse, and continuous exposure to information, is suspected to disrupt the attention process that plays a crucial role in the encoding and retrieval of information from short-term memory. This study aims to examine the effect of social media scrolling activities on immediate recall performance among students.  This study uses a two group exprerimental design with a randomized pretest-posttest control group design model, which falls under the between-subject design category. A total of 30 students aged 18-25 were recruited using convenience sampling and randomly divided into experimental and control groups. The experimental group was given a treatment in the form of a 15-minute social media scrolling activity, while the control group did not receive this treatment. The ability of immediate recall was measured using a word list recall task consisting of a list of 15 words in the pre-test and post-test stages. The research results indicate that there is no significant difference in immediate recall performance between the experimental group and the control group (p > 0.05). These findings indicate that exposure to social media scrolling activities for 15 minutes under the conditions of this study is not sufficient to produce statistically delectable changes in immediate recall performance. Further research is recommended to use stricter experimental controls and larger sample size to enchance the internal validity of the study.
Pengaruh Gratitude Journaling terhadap Tingkat Stres Akademik pada Siswa SMA Alya Rona Fadhilah; Cahya Aisyarani; Hanisah Shindi Makhasa; Karina Faridza Azzahra; Kylanissa Al Faiza
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 6 No. 3 (2026): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v6i3.2187

Abstract

Academic stress is a common psychological challenge among high school students which may affect their psychological well-being and academics. In terms of positive psychology, gratitude journaling has been suggested as a tool which would allow people to cope with academic pressure better. Thus, the purpose of the current research was to find out the impact of gratitude journaling on the academic stress of high school students. A quasi-experimental design with a pretest-posttest control group was used, and 67 participants aged about 17 years old were recruited via a purposive sampling technique from two intact classes; 37 participants in the experimental group and 30 participants in the control group. Academic stress was assessed using the Educational  Stress Scale for Adolescents (ESSA). A gratitude journaling intervention was conducted for five days in the experimental group (five grateful things per day), while control group continued learning as usual. Data were analyzed using paired and independent samples t-tests in Jamovi. The results showed that the experimental group experienced a significant decrease in academic stress from pretest to posttest (t(36) = 3.15, p = .003), whereas the control group showed no significant change (t(29) = 1.30, p = .204). The posttest comparison also indicated significantly lower academic stress in the experimental group than in the control group (t(65) = −3.44, p = .001). These findings suggest that gratitude journaling is a promising, simple, and low-cost intervention for reducing academic stress among high school students, although its effectiveness warrants further confirmation through stronger experimental designs.

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