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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 134 Documents
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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.
THE CONTRIBUTION OF CLASSROOM MANAGEMENT AND TEACHERS’ SOCIAL SUPPORT TO STUDENTS’ ACADEMIC RESILIENCE Salmiati; Jasiah
World Psychology Vol. 5 No. 1 (2026)
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.v5i1.1173

Abstract

Academic resilience has become a crucial construct in understanding students’ capacity to persist and adapt in the face of increasing academic demands and learning challenges. Learning environments that are both well managed and socially supportive are assumed to play a vital role in fostering such resilience, yet empirical evidence integrating these factors remains limited. This study aims to examine the contribution of classroom management and teachers’ social support to students’ academic resilience within formal school settings. A quantitative correlational research design was employed, involving students as respondents selected through stratified random sampling. Data were collected using standardized questionnaires measuring classroom management, teachers’ social support, and academic resilience, and were analyzed using descriptive and inferential statistical techniques. The results indicate that both classroom management and teachers’ social support significantly contribute to students’ academic resilience, with teachers’ social support emerging as the stronger predictor. Structured classroom environments and supportive teacher–student relationships were found to jointly enhance students’ persistence, adaptability, and coping strategies when facing academic difficulties. These findings suggest that academic resilience is shaped by the interaction of managerial and relational dimensions of teaching. The study concludes that fostering resilient learners requires not only effective classroom organization but also sustained social support from teachers, underscoring the importance of holistic pedagogical practices in contemporary education.
THE ROLE OF ISLAMIC VALUES–BASED SELF-MANAGEMENT IN ENHANCING TEACHERS’ SELF-EFFICACY AND PERFORMANCE Haryadi; Jasiah
World Psychology Vol. 5 No. 1 (2026)
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.v5i1.1174

Abstract

Teachers’ performance in Islamic educational institutions is increasingly challenged by rising professional demands that require not only technical competence but also strong internal regulation and moral commitment. Self-management grounded in Islamic values offers a holistic approach to strengthening teachers’ psychological confidence and professional conduct, yet its role in shaping self-efficacy and performance has received limited scholarly attention. This study aims to examine the role of Islamic values–based self-management in enhancing teachers’ self-efficacy and professional performance within Islamic education contexts. The study employs a qualitative research design using a descriptive–analytical library research approach, drawing on primary and secondary sources such as academic books, peer-reviewed journals, and authoritative Islamic educational texts. The analysis focuses on the interrelationship between value-based self-regulation, teachers’ self-efficacy, and performance. The findings indicate that Islamic values–based self-management, characterized by amanah, sincerity, discipline, responsibility, and spiritual accountability, significantly strengthens teachers’ self-efficacy. Enhanced self-efficacy subsequently contributes to consistent instructional behavior, ethical professionalism, and sustained performance. The results suggest that teacher performance is more effectively supported through internally motivated, value-driven self-regulation than through external control mechanisms alone. The study concludes that integrating Islamic values into self-management practices provides a sustainable pathway for improving teachers’ self-efficacy and performance, offering important theoretical and practical implications for Islamic educational leadership and teacher development.
THE INFLUENCE OF SCHOOL LITERACY ENVIRONMENT MANAGEMENT ON STUDENTS’ READING INTEREST AND SELF-EFFICACY IN ISLAMIC EDUCATION IN INDONESIA Syahrida; Jasiah
World Psychology Vol. 5 No. 1 (2026)
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.v5i1.1175

Abstract

Literacy development has become a central concern in Islamic education in Indonesia, particularly in relation to students’ reading interest and self-efficacy as key foundations for academic engagement and lifelong learning. School literacy environment management is assumed to play a strategic role in shaping these outcomes, yet its influence has not been sufficiently examined within Islamic educational contexts. This study aims to analyze the influence of school literacy environment management on students’ reading interest and self-efficacy in Islamic education in Indonesia. The study employed a qualitative research design using a descriptive–analytical library research approach, drawing on peer-reviewed journal articles, academic books, policy documents, and research reports relevant to literacy management and Islamic education. Data were analyzed through thematic synthesis to identify patterns and relationships among literacy environment management, reading interest, and self-efficacy. The findings indicate that well-managed literacy environments characterized by systematic planning, availability of reading facilities, teacher facilitation, and integration of Islamic values significantly enhance students’ motivation to read and strengthen their confidence in reading abilities. Reading interest and self-efficacy were found to be interrelated outcomes shaped by institutional literacy practices rather than individual factors alone. The study concludes that effective school literacy environment management provides a sustainable pathway for fostering motivated and confident readers in Islamic education, highlighting the importance of managerial and cultural dimensions in literacy development.
THE INFLUENCE OF TEACHERS’ PERCEPTIONS OF PRINCIPALS’ SUPERVISION MANAGEMENT ON WORK STRESS LEVELS AND PSYCHOLOGICAL WELL-BEING Khafidhoh; Ahmadi
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teachers’ psychological health has become a critical issue in contemporary schooling, particularly as accountability demands and evaluative pressures intensify supervisory practices. Teachers’ perceptions of how principals manage supervision are increasingly recognized as a key determinant of occupational stress and psychological well-being. This study aims to examine the influence of teachers’ perceptions of principals’ supervision management on work stress levels and psychological well-being. The study employed a quantitative correlational design using a cross-sectional survey approach. Data were collected from teachers through standardized questionnaires measuring perceived supervision management, work stress, and psychological well-being, and were analyzed using descriptive statistics and inferential techniques, including correlation and regression analyses. The results indicate that teachers’ perceptions of supervision management significantly predict both outcomes. Positive perceptions of supportive, transparent, and developmental supervision are associated with lower work stress and higher psychological well-being, whereas negative perceptions of controlling supervision correspond to increased stress and reduced well-being. Supervision management demonstrates a meaningful explanatory contribution to teachers’ psychological conditions. Enhancing principals’ supervisory approaches with attention to teachers’ perceptions may reduce occupational stress and promote sustainable psychological well-being. Such efforts strengthen leadership effectiveness and support healthier professional environments within schools through sustainable, ethical, and psychologically informed supervision practices nationwide implementation.
DEVELOPING INTERACTIVE LEARNING MEDIA USING GOOGLE SITES TO IMPROVE LEARNING OUTCOMES Arini, Dwi; Jasiah
World Psychology Vol. 5 No. 1 (2026)
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.v5i1.1178

Abstract

The rapid development of information and communication technology has driven innovation in the field of education, particularly through the utilization of digital-based learning media. One such platform that can support interactive learning is Google Sites. This study aims to develop and describe Google Sites-based interactive learning media and to analyze its role in enhancing student engagement, independence, and learning outcomes. This research employs a qualitative approach using descriptive-analytical library research. The results indicate that Google Sites offers significant advantages in terms of accessibility, flexibility, and the ability to integrate various learning resources—such as text, images, videos, and learning evaluations—into a single platform. The utilization of Google Sites as interactive learning media fosters a more engaging learning environment, boosts student activity and independence, and ultimately has a positive impact on improving learning outcomes. Consequently, Google Sites serves as an effective and relevant alternative for interactive learning media to support education in the digital era.

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