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World Psychology
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28304764     EISSN : 28304551     DOI : https://doi.org/10.55849/wp
Core Subject : Education, Social,
Education Social Sciences Other
Journal World Psychology is an open-access and peer-reviewed journal dedicated to publishing novel research in the field of psychology. Details on our focus and scope can be viewed here. World Psychology is published three times a year April, August, December and accepts current research articles that have the potential to make a significant contribution to the exploration and development of psychology and behavioral sciences. Articles submitted to this journal must display a well-thought-out study design, appropriate data analysis, and interpretation.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 3 (2025)" : 6 Documents clear
“SOLASTALGIA” AND ECO-ANXIETY IN THE GLOBAL SOUTH: A COMMUNITY-BASED STUDY ON PSYCHOLOGICAL ADAPTATION TO CLIMATE CHANGE Maarif, Mohammad Syamsul; Lee, Ava; Iqbal, Kiran
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1045

Abstract

Psychological research on climate change, dominated by Global North “eco-anxiety,” fails to capture the lived reality of the Global South. This ethnocentric bias overlooks the profound, place-based distress experienced by frontline communities facing immediate environmental degradation. This study aimed to investigate the manifestations of solastalgia and eco-anxiety and identify indigenous psychological adaptation strategies using a community-based participatory approach in the Global South. A Community-Based Participatory Research (CBPR) framework, employing a sequential explanatory mixed-methods design, was implemented in two climate-vulnerable sites (coastal Southeast Asia and agrarian Sahel, N=804). Qualitative methods informed the co-development of the Community Climate Distress and Resilience Scale (CCD-RS). Findings revealed that “solastalgia” (present-tense, place-based grief) is the dominant psychological burden, significantly superseding future-oriented ‘eco-anxiety’. Qualitative analysis identified local idioms of distress (e.g., “the sea is tired”). Resilience was not an individual trait but a collective process, strongly predicted by involvement in community rituals (\beta = .31, p < .001). The study provides an empirical corrective to the ethnocentric bias in climate psychology, demonstrating that psychological adaptation in the Global South is collective and place-based.
AI TUTORS AND CULTURAL CONTEXT: INVESTIGATING THE IMPACT OF GENERATIVE AI ON EDUCATIONAL EQUITY IN MULTICULTURAL CLASSROOMS Asih Sudarsih; Batista, Nadia; Williams, Sarah
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1046

Abstract

The rapid deployment of generative AI tutors in multicultural classrooms promises personalized learning but risks exacerbating inequity. These tools, often trained on culturally-biased, “WEIRD” (Western, Educated, Industrialized, Rich, Democratic) data, may not account for the diverse linguistic and contextual needs of all students, potentially reinforcing a dominant “algorithmic monoculturalism.” This study investigates the impact of culturally-misaligned AI tutors on educational equity. It aims to (1) audit the cultural responsiveness of commercial AI tutors, (2) quantitatively measure their differential impact on student belonging and engagement, and (3) qualitatively explore the lived experiences of marginalized students. A sequential explanatory mixed-methods design was employed. Phase 1 involved a computational content audit (AICR Rubric). Phase 2 was a quasi-experiment (N=180) with pre/post-tests measuring belonging and engagement. Phase 3 used phenomenological interviews (N=30) with marginalized students. The audit confirmed significant cultural misalignment in AI tutors (Tutor A M=1.5/5.0). The quasi-experiment revealed a statistically significant decline in academic belonging (p < .001) and engagement for the marginalized group, with no negative effect on the dominant group. Qualitative themes of “Perceived Algorithmic Judgment” and “Cognitive Friction” explained this iatrogenic effect. Standard “one-size-fits-all” AI tutors can actively cause harm, creating new equity gaps by failing to address cultural context. The study provides a novel framework for equity-focused AI assessment and calls for a design paradigm shift towards culturally sustaining technology.
THE “TIKTOK THERAPIST”: ANALYZING THE SPREAD OF POP PSYCHOLOGY AND MENTAL HEALTH MISINFORMATION AMONG YOUTH IN SOUTHEAST ASIA Dodi Setiawan; Pinto, Manuel; Moukadem, Rania
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1058

Abstract

The proliferation of mental health content on social media platform TikTok presents a significant challenge in Southeast Asia. Youth in the region increasingly turn to non-credentialed influencers, or “TikTok Therapists,” who disseminate pervasive pop psychology. This content often oversimplifies complex clinical conditions, creating a high-risk environment for the spread of misinformation. This study analyzes the mechanisms driving the spread of this mental health misinformation. It investigates the specific characteristics of viral pop psychology content and its perceived impact on the mental health literacy and self-diagnosis behaviors of youth in the region. A mixed-methods approach was employed, combining a large-scale digital content analysis of 500 popular mental health-related TikTok videos with a cross-sectional survey of 1,200 users (ages 16-24) across the Philippines, Indonesia, and Malaysia. The content analysis revealed that 68% of viral content originated from non-credentialed influencers, prioritizing anecdotal evidence over clinical accuracy. Survey data demonstrated a strong correlation between high TikTok consumption and increased self-diagnosis. Respondents reported trusting TikTok content due to its accessibility and its utility in bypassing significant cultural stigma associated with formal help-seeking. TikTok functions as a dual-edged, high-access environment for mental health information in Southeast Asia. While effectively destigmatizing discussion, it concurrently propagates harmful misinformation. Urgent digital literacy and critical-thinking interventions are required to mitigate these risks.
INTERFAITH DIALOGUE STRATEGIES FOR STRENGTHENING RELIGIOUS MODERATION (ISLAM WASATHIYAH) IN THE PUBLIC SPHERE Zainol Hasan; Ali, Azimah Haji; Al-Rashid, Fatimah
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1081

Abstract

The rise of religious polarization threatens Indonesian pluralism, necessitating the state-endorsed paradigm of Islam Wasathiyah (Religious Moderation). However, the efficacy of traditional interfaith dialogue in translating this theological ideal into measurable public behavior remains empirically unverified. This study aimed to empirically evaluate the differential impact of two primary dialogue strategies—Theological Exchange (Strategy A) and Joint Social Action (Strategy B)—on strengthening key dimensions of moderation (Tolerance, Empathy, Anti-Extremism) among key public sphere demographics. A quantitative, quasi-experimental pre-test/post-test control group design was employed (N=294), recruiting university students and community leaders. Data were analyzed using MANCOVA to control for baseline scores across the three experimental groups over a six-week intervention period. Both active strategies significantly improved moderation compared to the control group (Wilk’s \Lambda = 0.655, p < .001). However, Strategy B (Joint Social Action) proved statistically superior to Strategy A, producing significantly greater gains in Tolerance and Perceived Empathy (both p < .001). Qualitative data confirmed that building a shared civic identity through collaborative work mediated this superior affective change. The findings mandate a strategic shift: the most potent public sphere strategy for strengthening Islam Wasathiyah is rooted in the experiential efficacy of shared, non-religious work, not purely intellectual debate. This conceptual model provides an evidence-based mechanism for translating the theological ideal into robust, affective cohesion.
SHARIA PUBLIC RELATIONS: BUILDING REPUTATION AND PUBLIC TRUST FOR ISLAMIC FINANCIAL INSTITUTIONS IN INDONESIA Syarifuddin, Syarifuddin; Salim, Hana; Ali, Ahmed
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1083

Abstract

The rapid growth of Islamic Financial Institutions (IFIs) in Indonesia has intensified the need for effective reputation management that aligns with Islamic principles. Conventional Public Relations (PR) models often fall short in communicating the unique ethical value proposition of Sharia-compliant entities, leading to challenges in building deep-rooted public trust. This research aims to conceptualize and propose a “Sharia Public Relations” framework specifically designed for IFIs in the Indonesian context. Employing a qualitative methodology with a multi-case study approach, this study involved in-depth interviews with PR practitioners from leading IFIs, Sharia scholars, and communication experts. The findings reveal that an effective Sharia PR model is grounded in the core principles of siddiq (truthfulness), amanah (trustworthiness), tabligh (communicating transparently), and fathanah (professional wisdom). This framework prioritizes ethical stakeholder engagement, transparent communication of both opportunities and risks, and community-centric initiatives over conventional corporate social responsibility. This study concludes that the implementation of a dedicated Sharia PR model enables IFIs to authentically build reputation and public trust, moving beyond mere compliance to embody Islamic values in their public engagement, thereby creating a sustainable competitive advantage.
IMPROVING CHILDREN’S WRITING SKILLS THROUGH THE SHARED-WRITING PROGRAM AT UPT SDN 253 GRESIK Eka Oktavia Ramadhina; Amelasasih, Prianggi
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1087

Abstract

Writing proficiency is a fundamental literacy skill that supports children’s cognitive, emotional, and academic development, yet many early-grade students continue to face difficulties in symbol recognition, fine-motor coordination, and idea organization. These challenges require effective instructional interventions that promote gradual and supported learning. This study aims to examine the effectiveness of a shared-writing program in improving the writing skills of first-grade students at UPT SDN 253 Gresik. A qualitative descriptive approach was employed, integrating classroom observation, documentation, and pre–post assessment using standardized writing indicators. The intervention consisted of structured shared-writing sessions in which the teacher modeled writing processes while students contributed ideas and practiced reproducing letters and simple words. Findings indicate a substantial improvement in the participant’s writing performance, demonstrated by an increase from 66% (Developing as Expected) during the pre-test to 100% (Very Well Developed) in the post-test. Students showed notable gains in symbol recognition, meaningful scribbling, and accurate imitation of written forms. The shared-writing approach also enhanced motivation, confidence, and participation. The study concludes that shared-writing is an effective collaborative strategy for strengthening foundational writing skills in early elementary learners and can be recommended as a supportive intervention for students with early writing difficulties.

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