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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 163 Documents
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ANALYSIS OF KNOWLEDGE AND ATTITUDES ON PPE COMPLIENTE AMONG PRODUCTION WORKERS AT PT.X Dewi Kusuma Febrianti; Puspita Puji Rahayu
World Psychology Vol. 5 No. 3 (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.v5i3.1289

Abstract

This study aims to analyze the relationship between knowledge and attitudes and compliance with the use of Personal Protective Equipment (PPE) among production workers in the food industry in Semarang. The study employed a quantitative approach with a cross-sectional design involving production workers as respondents. Data were collected through questionnaires to measure levels of knowledge and attitudes, as well as direct observation to assess compliance with PPE usage. Data analysis was conducted using descriptive and bivariate methods to identify relationships between variables. The results showed that there is a relationship between knowledge and attitudes and compliance with PPE usage. Workers with a higher level of knowledge and positive attitudes tend to be more compliant in using PPE compared to those with lower knowledge and negative attitudes. However, compliance is not only influenced by individual factors but also by workplace environmental factors such as supervision, safety culture, and the comfort of PPE use. These findings emphasize that improving compliance requires a comprehensive and integrative approach. The conclusion of this study is that knowledge and attitudes are important determinants in shaping compliance behavior in PPE usage; however, their effectiveness is strongly influenced by workplace support. Therefore, strategies to improve occupational safety should include continuous education, strengthened supervision, and the development of a safety culture within the industrial environment.
SCHOOL POLICY STRATEGIES AND CHALLENGES IN PREPARING DIGITAL LITERACY AND CODING LEARNING IN THE INDEPENDENT CURRICULUM ERA AT SDN PINGGIR PAPAS II Ahmad Fauzan; Ali Armadi; M. Misbahudholam Ar
World Psychology Vol. 5 No. 3 (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.v5i3.1317

Abstract

The development of information and communication technology in the 21st century requires the Indonesian education system to undergo profound reforms, one of which is through the implementation of the Independent Curriculum, reinforced in Permendikdasmen Number 13 of 2025. This curriculum prioritizes the development of holistic competencies, including digital literacy and coding learning as a foundation for computational, logical, and problem-solving thinking skills. This study aims to describe the school policy strategy, challenges, and efforts to overcome them at SDN Pinggir Papas II. The study used a qualitative, descriptive case study approach. Data collection was conducted through interviews, observations, and documentation with the principal, teachers, and students. The results show that the school has implemented strategies such as developing internal policies, allocating lesson hours, an unplugged approach, and limited facility support. The main challenges include limited infrastructure, developing teacher competencies, and disparities in student access to technology. The school responded through flexible methods and simplifying materials. In conclusion, the policy has been implemented but is not optimal, so ongoing training and more equitable facility support are needed.
PAUD TEACHER PERFORMANCE THROUGH ACADEMIC SUPERVISION IN PLAYGROUPS (KB) IN ACEH TAMIANG REGENCY Fitrie Rahmawaty; Hera Yanti; Siraj
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.v4i3.1138

Abstract

A phenomenon observed among several Early Childhood Education (PAUD) teachers in Aceh Tamiang Regency indicates that service performance in playgroups (KB) is relatively low. This low performance is evidenced by a lack of understanding regarding play-based learning, weak proficiency in developing Daily Lesson Plans (RPPH), and minimal innovation in the use of instructional media. This study aims to examine the implementation of academic supervision—encompassing the stages of planning, implementation, and follow-up—designed and implemented to enhance the performance of playgroup teachers in Aceh Tamiang Regency. This research offers a new perspective on how reflective and collaborative supervision structures can serve as a capacity-building mechanism for PAUD teachers at the local level. A qualitative descriptive approach was employed. Data collection techniques included interviews, observations, and documentation. The research subjects consisted of school principals, teachers, and school committee members. The findings indicate that the academic supervision process has incorporated elements of planning, implementation, and follow-up, although its application is not yet fully systematic. During the planning stage, the coaching focus was directed toward improving teachers' abilities in drafting RPPH, developing learning strategies, and conducting child development assessments. Supervision was carried out through classroom observations and reflective dialogues, while follow-up actions were realized through joint reflection and corrective guidance. However, the sustainability of monitoring and coaching activities still requires stronger policy frameworks and institutional support. This study asserts that structured and sustainable academic supervision is determined not only by procedures but also by the positive contribution toward increasing the willingness and capability of both supervisors and teachers in fulfilling their professional duties.
DEVELOPMENT OF DISTANCE LEARNING STRATEGIES BASED ON LEARNING MANAGEMENT SYSTEMS TO IMPROVE SELF-DIRECTED LEARNING AND STUDENTS’ UNDERSTANDING OF CONCEPTS Ahkamsyadid Yusmaputra Salim; Deka Dyah Utami; Agus Wedi
World Psychology Vol. 5 No. 2 (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.v5i2.1146

Abstract

Advances in information technology have significantly changed higher education, particularly through the implementation of distance learning. However, challenges remain, including low levels of student self-directed learning and inadequate conceptual understanding. This study aims to develop an LMS-based distance learning strategy in the form of digital learning modules that are valid, practical, and effective in improving student self-directed learning and conceptual understanding. This study uses a research and development (R&D) approach with Dick and Carey's instructional design model. Product validity was evaluated through expert validation, with results of 91% from subject matter experts, 80% from media experts, and 100% from learning design experts, indicating that the product is feasible for implementation. The usefulness and effectiveness were evaluated through small and large group trials and N-Gain analysis. The results of the independent learning questionnaire increased from 83% in the small group trial (practical category) to 97% in the large group trial (very practical category), indicating the high usefulness of the developed product. Additionally, N-Gain analysis showed a significant increase in students' conceptual understanding between pre- and post-tests. These findings indicate that LMS-based distance learning strategies effectively enhance students' self-directed learning and conceptual understanding.
NAVIGATING NEW WORLDS: THE USE OF MOBILE TECHNOLOGY FOR PSYCHOLOGICAL ADAPTATION AND IDENTITY NEGOTIATION AMONG ASYLUM SEEKER Nur Hasan; Oumar Traore; Aissatou Coulibaly
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.v4i3.1154

Abstract

Asylum seekers experience high levels of acculturative stress and identity disruption during the initial settlement phase, often overwhelming traditional, formal support systems. This research aimed to systematically investigate the dynamic role of mobile technology as a self-directed psychosocial resource that mediates psychological adaptation and facilitates identity negotiation. A quantitative, longitudinal study tracked 80 asylum seekers over a six-month period, utilizing Structural Equation Modeling (SEM) to analyze digital trace data collected via the custom Digital Identity and Adaptation Index (DIAAI), alongside validated psychological scales (ASAS, COPE). Results confirmed a strong inverse relationship (beta = -0.45) between Host-Country Media Consumption and Acculturative Stress, validating information seeking as a primary coping mechanism. Furthermore, the findings demonstrated a successful pattern of bi-cultural identity negotiation, where active digital engagement with both the origin and host cultures simultaneously facilitated stress reduction and preserved cultural integrity. The study concludes that the mobile device is a crucial self-directed psychosocial resilience tool, challenging linear models of acculturation. This evidence-based framework justifies the integration of targeted mobile applications into humanitarian aid programs to enhance long-term psychological and integration outcomes.
PARENTING STYLES AND THEIR IMPACT ON COGNITIVE AND BEHAVIORAL DEVELOPMENT IN EARLY ADOLESCENCE Irene Florensia Situmeang; Hasanuddin Manurung; Ayu Safira
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.v5i1.1217

Abstract

Early adolescence is a critical developmental stage characterized by rapid cognitive growth and heightened behavioral adjustment, during which parenting practices play a central role. Parenting styles have been widely associated with adolescent outcomes, yet evidence remains fragmented regarding their combined influence on cognitive and behavioral development during early adolescence. This study aims to examine the impact of different parenting styles on cognitive and behavioral development among early adolescents. A quantitative correlational design was employed involving adolescents aged 11–14 years and their parents, selected from multiple middle schools. Data were collected using validated parenting style questionnaires, standardized cognitive assessments, and behavioral rating scales completed by parents and teachers. Descriptive statistics, correlation analysis, and analysis of variance were applied to examine developmental differences across parenting styles. The results indicate that authoritative parenting is significantly associated with higher cognitive functioning and more adaptive behavioral regulation, while authoritarian and neglectful parenting are linked to lower developmental outcomes. Permissive parenting shows moderate but less consistent effects. The findings suggest that balanced parental responsiveness and control are essential for supporting healthy cognitive and behavioral development during early adolescence. Strengthening authoritative parenting practices may contribute to improved adolescent adjustment and inform family-focused educational and mental health interventions.
INTERGROUP CONFLICTS AND SOCIAL HARMONY: A STUDY OF COMMUNITY INTERACTIONS IN MULTICULTURAL SOCIETIES Arif Muzayin Shofwan; Amin Zaki; Omar Khan
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.v5i1.1218

Abstract

Multicultural societies are increasingly characterized by diversity that brings both opportunities for cooperation and risks of intergroup conflict at the community level. Intergroup tensions and social harmony often coexist, yet their interaction remains insufficiently understood in empirical research. This study aims to examine how community interactions shape intergroup conflicts and social harmony in multicultural societies. A quantitative explanatory design was employed involving community members from diverse ethnic and cultural backgrounds across several multicultural neighborhoods. Data were collected using structured questionnaires measuring intergroup interaction frequency, perceived conflict intensity, and social harmony, complemented by secondary community records. Descriptive statistics, correlation analysis, and multiple regression were used to analyze the data. The results indicate that frequent and meaningful intergroup interactions are significantly associated with lower perceived conflict and higher levels of social harmony. Intergroup interaction emerged as a strong predictor of harmony, while conflict intensity negatively affected harmonious relations. The findings demonstrate that social harmony is actively constructed through everyday interactions rather than achieved by the absence of conflict. Strengthening opportunities for dialogue, shared spaces, and inclusive community engagement can enhance social cohesion. The study concludes that managing diversity through interaction-focused strategies is essential for sustaining peaceful and resilient multicultural communities globally today.
THE ROLE OF FORENSIC PSYCHOLOGY IN CRIMINAL JUSTICE: ANALYZING EXPERT TESTIMONIES AND THEIR IMPACT ON VERDICTS Juminarseh; Faisal Razak; Adam Idris
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.v5i1.1219

Abstract

Forensic psychology has become an integral component of modern criminal justice systems, particularly through the use of expert testimony to address complex issues related to mental state, criminal responsibility, competency, and risk assessment. Courts increasingly rely on forensic psychological expertise to inform judicial reasoning, yet the extent and nature of its influence on verdict outcomes remain insufficiently examined. This study aims to analyze the role of forensic psychology in criminal justice by examining how expert psychological testimonies are presented, interpreted, and utilized in judicial verdicts. A qualitative-dominant mixed-method research design was employed, drawing on secondary data from criminal court cases that involved forensic psychological expert testimony. Data were collected through systematic document analysis of court transcripts, expert reports, and written verdicts, supported by descriptive and inferential statistical analysis of verdict patterns. The results indicate that forensic psychological expert testimony significantly influences verdict outcomes, particularly in cases involving criminal responsibility and competency to stand trial. Judicial reliance on expert testimony was strongest when assessments were methodologically rigorous and explicitly referenced in verdict reasoning. The study concludes that forensic psychology functions as a decisive interpretive framework in complex criminal cases rather than as merely supplementary evidence. These findings underscore the importance of methodological rigor, transparency, and ethical accountability in forensic psychological practice to support fair and evidence-based judicial decision-making.
THE ROLE OF EMOTIONAL REGULATION IN CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE IN PRIMARY SCHOOL STUDENTS Hafnidar; Dilshod Tursunov; Kabelo Dube
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.v5i1.1220

Abstract

Emotional regulation has emerged as a critical component of students’ socio-emotional development, particularly in primary school settings where behavioral adjustment and academic engagement are essential for effective learning. In classroom contexts, students are required to manage emotions such as frustration, anxiety, and excitement while responding to instructional demands and social interactions. Understanding the role of emotional regulation is therefore fundamental to explaining variations in classroom behavior and academic performance among young learners. This study aims to examine the role of emotional regulation in predicting classroom behavior and academic performance in primary school students. A quantitative correlational research design was employed involving primary school students from upper elementary grades. Data were collected using standardized emotional regulation scales, teacher-rated classroom behavior instruments, and documented academic performance records. Statistical analyses included descriptive statistics, correlation analysis, and regression testing. The results indicate that emotional regulation is significantly associated with adaptive classroom behavior and positively related to academic performance. Emotional regulation also emerged as a significant predictor of classroom behavior and learning outcomes, highlighting its central role in supporting effective learning processes. The study concludes that emotional regulation is a foundational skill that influences how students behave and perform academically in primary school. These findings emphasize the importance of integrating emotional regulation development into instructional practices and educational frameworks to foster both behavioral adjustment and academic success.
COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD: ANALYZING THE IMPACT OF PARENTAL INTERACTION AND EDUCATIONAL ENVIRONMENT Sirjon; Diana Setyaningsih; Elyaum Farihah
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.v5i1.1221

Abstract

Early childhood represents a critical period for cognitive development, during which foundational abilities such as language, memory, and problem solving are rapidly formed through interaction with the surrounding environment. Parental interaction and educational environment are recognized as influential factors, yet their combined effects are examined separately. This study aims to analyze the impact of parental interaction and educational environment on cognitive development in early childhood using an analytical perspective. A correlational research design was employed involving children aged four to six years enrolled in early childhood education institutions and their parents. Data were collected through parental interaction questionnaires, educational environment assessments, and standardized cognitive development tests, then analyzed using descriptive statistics, correlation, and multiple regression techniques. The results indicate that both parental interaction and educational environment have positive relationships with early childhood cognitive development, with parental interaction emerging as a stronger predictor. The combined model explains variance in cognitive development outcomes, demonstrating complementary roles of home and school contexts. The findings suggest that cognitive development in early childhood is shaped by cumulative aligned experiences across family and educational settings. Strengthening parental engagement alongside improving early educational environments is essential for optimizing cognitive development during this formative stage for young children.

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