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Indriana Rahmawati
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sijope.uinsi@gmail.com
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+6281334442144
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sijope.uinsi@gmail.com
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UIN Sultan Aji Muhammad Idris, Jl. HM. Rifadin, Loa Janan Ilir, Kota Samarinda, Kalimantan Timur.
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Kota samarinda,
Kalimantan timur
INDONESIA
Sultan Idris Journal of Psychology and Education
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : -     EISSN : 28080548     DOI : https://doi.org/10.21093/sijope
Core Subject : Social,
Social Sciences
Scope: Educational Psychology, Developmental Psychology, Organization Psychology, Clinical Psychology, and Social Psychology. This journal examines academic exploration and publishes the findings of psychological research and its application in schools, colleges, universities, Islamic educational institutions such as Islamic boarding schools, organizations, and social life. This journal promotes empirical and theoretical research relevant to the study of psychology. Journal topics cover micro and macro-level psychology such as Educational Psychology, Developmental Psychology, Organizational Psychology, Clinical Psychology, and Social Psychology.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 45 Documents
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Homesickness pada Santri Baru: Kontribusi Kecerdasan Emosi dan Teman Sebaya Aulia, Lailatuzzahro Al-akhda; Ma’rufah, Faidatul
Sultan Idris Journal of Psychology and Education Vol 4 No 2 (2025): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v4i2.10360

Abstract

Teenagers who move from their home to Islamic boarding schools causes separation from their families and surrounding environment, which can make them feel depressed. One of the negative reactions that arise from separation with families is homesickness. This study was conducted to examine the influence of emotional intelligence and peer social support on homesickness. Participants in this study were new students were 85 students, who were selected by accidental sampling. Data in this study were collected used homesickness scale, emotional intelligence scale, and peer social support scale. The reliability coefficient are 0.801 for homesickness scale, 0.672 for emotional intelligence scale, and 0.803 for peer support scale Hypothesis testing was conducted using regression analysis with 2 predictors, obtaining F value = 3.306 with p = 0.000 (p < 0.05). The results of this study indicate that emotional intelligence and peer social support influenced homesickness among new students. Furthermore, the partial correlation results showed that emotional intelligence was not correlated with homesickness, but peer social support was significantly correlated with homesickness.
Paradigma Psikologi Pendidikan: Tinjauan Filsafat Psikologi Sipahelut, Junita
Sultan Idris Journal of Psychology and Education Vol 4 No 1 (2024): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v4i1.10361

Abstract

Artikel ini membahas paradigma psikologi pendidikan ditinjau dari filsafat psikologi. Berangkat dari kesadaran akan pentingnya nilai-nilai filosofis seperti ontologi, epistemologi, dan aksiologi, penulis mengkaji keterkaitan antara perkembangan psikologi pendidikan dan kebutuhan kontekstual Indonesia yang berakar pada nilai-nilai Pancasila. Tujuannya adalah untuk menganalisis dasar keilmuan, prinsip manusia, dan penerapan teori psikologi pendidikan yang disesuaikan dengan kearifan lokal. Metode yang digunakan adalah studi literatur terhadap referensi filsafat ilmu, psikologi pendidikan, dan nilai-nilai filosofis pendidikan Indonesia. Hasil kajian menunjukkan bahwa integrasi epistemologi Barat dan kearifan lokal dapat membentuk pendekatan psikologi pendidikan yang holistik, mencakup dimensi kognitif, afektif, spiritual, dan sosial. Kesimpulannya, penguatan landasan filosofis dalam psikologi pendidikan sangat penting untuk membentuk kurikulum, metode pembelajaran, dan kebijakan pendidikan yang relevan dengan tantangan lokal dan global.
Landasan Konseptual Psikologi Pendidikan: Respon terhadap Nilai Lokal Dan Perkembangan Global Utari, Rr Finandita
Sultan Idris Journal of Psychology and Education Vol 4 No 1 (2024): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v4i1.10362

Abstract

This article discusses the importance of philosophy of science in forming a conceptual foundation for educational psychology in Indonesia that is responsive to local values ​​and global developments. The background of this study highlights the need for an educational approach that emphasizes not only cognitive aspects, but also moral, social, and spiritual values ​​in forming a whole individual. The main objective of this paper is to analyze the integration of Western educational psychology theories—such as Piaget, Vygotsky, Bandura—with local wisdom such as mutual cooperation and spirituality in the context of Indonesian education. The method used is a literature study of Western philosophical literature, educational psychology theories, and Indonesian national educational values. The results of the study show that this integration faces challenges such as the dominance of Western individualistic approaches, but also offers great opportunities to build contextual curricula, character education, and holistic approaches. In conclusion, the philosophy of Indonesian educational psychology can develop into an educational system that is not only locally relevant but also globally competitive, by prioritizing a balance between rationality, spirituality, and cultural values.
Komunikasi Humanis Dalam Pembelajaran: Strategi Pemenuhan Kebutuhan Penghargaan (Esteem Needs) Peserta Didik Armella, Rega; Hasanah, Naomi Ainun
Sultan Idris Journal of Psychology and Education Vol 5 No 1 (2025): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v5i1.11609

Abstract

Artikel ini mengkaji penerapan teori hierarki kebutuhan Abraham Maslow, khususnya pada tingkat kebutuhan penghargaan (esteem needs), dalam konteks komunikasi pendidikan melalui metode Systematic Literature Review. Kebutuhan penghargaan, yang mencakup harga diri, pengakuan, dan prestasi, berperan penting dalam memotivasi peserta didik serta membentuk kepercayaan diri dan partisipasi aktif mereka. Hasil kajian menunjukkan bahwa pemenuhan esteem needs dapat dicapai melalui komunikasi pendidikan yang efektif, baik verbal maupun nonverbal. Komunikasi verbal yang jelas, terstruktur, dan mendorong partisipasi aktif membantu siswa memahami materi dan percaya pada kemampuannya, sedangkan komunikasi nonverbal seperti ekspresi wajah ramah, kontak mata, dan gestur suportif memberikan dukungan emosional yang membuat siswa merasa dihargai. Integrasi keduanya menciptakan lingkungan belajar yang aman secara psikologis, mendorong motivasi intrinsik, dan membentuk karakter positif peserta didik, sehingga mereka siap menghadapi tantangan akademik maupun kehidupan.
Bridging School and Career: The Impact of Work-Based Learning on Career Adaptability Rakasiwy, Mochamad Randy Pradika
Sultan Idris Journal of Psychology and Education Vol 5 No 1 (2025): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v5i1.11459

Abstract

The rapid transformation of the global labor market requires vocational education graduates to possess high career adaptability. This study investigates the relationship and influence of work-based learning on the career adaptability of vocational high school students in Surabaya. Employing a quantitative correlational design, data were collected from 101 final-year students participating in structured work-based learning programs, measured using the Career Adapt-Abilities Scale (CAAS) and a work-based learning participation questionnaire. Descriptive statistics, pearson correlation, and simple linear regression were applied to test the hypotheses. Results revealed a strong positive correlation between work-based learning and career adaptability (r = 0.716, p < 0.001), with work-based learning explaining 64% of the variance in adaptability scores. Curiosity emerged as the highest dimension, while concern and confidence remained moderate. These findings align with experiential learning and career construction theories, highlighting that authentic workplace engagement supported by structured mentoring, diverse tasks, and integration with school learning enhances the psychosocial resources necessary for managing career challenges. Practically, improving work-based learning quality through greater task variety, intensive mentoring, and structured reflection can better prepare adaptive, resilient, and work-ready graduates.

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