Journal An-Nafs: Kajian Penelitian Psikologi
Journal An-Nafs: Kajian Penelitian Psikologi Focuses on empirical studies of educational psychology and includes discussions of social psychology in educational contexts (interpersonal, group, and community interactions). This journal publishes research based on empirical studies using quantitative, qualitative, or mixed-method approaches. Journal An-Nafs: Kajian Penelitian Psikologi Covering a broad range of content issues (learning innovation in psychology; student interactions; leadership and teacher careers in the educational setting; teacher-student relations; school cultures; special education; gender, race, ethnicity and social class in education; achievement, motivation, attitude in school; psychological interventions in educational setting; bullying, violence, and criminals in school; etc). This journal prioritizes high-quality innovative and comprehensive research on psychological phenomena associated with Muslim generations/societies/countries/institutions. Studies on Muslim and developing countries to increase the publication of psychological research from these regions at the international level are preferred. However, contributions from all corners are not limited.
Articles
164 Documents
<![CDATA[Explaining Parent-Child Relationship During The Covid-19 Pandemic in Semarang City ]]>
<![CDATA[Agustin Erna Fatmasari]]>;
<![CDATA[Niken Fatimah Nurhayati]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 1 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i1.3674
<![CDATA[The relationship with parents is one source of happiness and psychological well-being for children. The impact of the relationship is undoubtedly essential for children in dealing with rapid changes, such as the COVID-19 pandemic. This study aims to explain the parent-child relationship during the COVID-19 pandemic in Semarang. The method used in this study is indigenous psychology with a grounded theory approach. The data retrieval technique used is purposive sampling by filling out the open-ended questionnaire. A total of 207 emerging adult children aged 17-23 suitable for the inclusion criteria were willing to participate in this study. The study found that the parent-child relationship was getting closer during the COVID-19 pandemic in Semarang for respondents who were close before the pandemic. However, there has been no change in parents and children who have a distant relationship since before the pandemic. This study also indicates that communication, giving support, father’s character, togetherness, loving, and thinking of fathers as role models are forms of the father-child relationship. Moreover, the forms with their mothers are indicated by the communication, loving, togetherness, mother’s character, and giving support.]]>
<![CDATA[Religious Commitment and Gratitude as a Strategy for Promoting Student Mental Health ]]>
<![CDATA[Sholichatun, Yulia]]>;
<![CDATA[Mangestuti, Retno]]>;
<![CDATA[Suryani, Suryani]]>;
<![CDATA[Huroniyah, Fuadatul]]>;
<![CDATA[Marwing, Arman]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.3758
<![CDATA[Despite global students' mental health problems being prevalent, adequate attention and resources to treat mental health problems are still lacking. Meanwhile, several studies found that religious commitment and gratitude can play an essential role in addressing the issue of mental health problems. This study explored religious commitment to promote mental health and gratitude as moderating variables to address this gap. This study used the Brief Scale of Mental Health 12, the General Mental Health Questionnaire (GHQ-12), the Gratitude Resentment and Appreciation Test (GRAT), and the Religious Commitment Inventory (RCI–10) scales. Data were taken from 320 students of four state Islamic Universities in East Java, Indonesia. This study utilized descriptive and regression analysis techniques. The result of the data analysis demonstrated three main findings as follows. First, the students had a high level of mental health. Second, religious commitment positively affected mental health. Third, gratitude could become a variable that strengthens the relationship between religious commitment and mental health. Research implication in education is attempting to improve mental health among students not merely on the religious commitment but also on emphasizing systematic ways to develop gratitude in students' daily lives as a moderator that plays a role in maintaining the relationship between mental health and religious commitment. This study was based solely on a quantitative approach; therefore, a mixed-method model is recommended for further investigation to understand the process of improving mental health through religious commitment and students' gratitude better.]]>
<![CDATA[Psychometric Evaluation of the Warwick-Edinburgh Mental Well-Being Scale on Indonesian Students ]]>
<![CDATA[Ramadhana, Maulana Rezi]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.3817
<![CDATA[Identification of mental health at the university is an important issue. This study aims to evaluate the psychometric performance of the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) as an instrument for assessing the mental health of students in Indonesia. The WEMWBS scale has validation in the UK, France, Norway, Spain, and China in various populations, and there needs to be clarity about the Indonesian version of the psychometric characteristics of WEMWBS in the student population. Four hundred twenty-three students from universities in Indonesia participated in this research. Internal consistency and scale factorial validity were examined after using the Indonesian version. All data analyses done by using SPSS version 23. The Indonesian version of WEMWBS showed high internal consistency (0.90). The results of the confirmatory analysis showed that only thirteen items could be grouped into one factor. between the Indonesian version of WEMWBS and the other scale. The findings of this study are essential for measuring students' mental health. These results can provide a reliable tool for evaluating mental health for students and have important implications for developing interventions in health promotion at the university.]]>
<![CDATA[The Effect of the Individualized Education Program on Early Reading Ability for Special Needs Students Based on Reading Interest in Inclusive Elementary Schools ]]>
<![CDATA[Asri, Dahlia Novarianing]]>;
<![CDATA[Cahyono, Bambang Eko Hari]]>;
<![CDATA[Trisnani, Rischa Pramudia]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.3847
<![CDATA[This study aims to examine the effect of the Individualized Education Program (IEP) on early reading ability of students with special needs in Inclusive Elementary Schools in Magetan Regency based on reading interest. This study used 2 x 2 factorial design with pre-test and post-test control group design. The samples were selected using a cluster random sampling technique; 35 students were selected as experimental group members, while 37 were selected as control group members. Reading interest scale was used to measure the reading interest of students, and early reading ability was measured using early reading ability test. Two-way ANOVA was used to analyse the hypothesis. The test was performed with a multiple comparison test using Scheffe's method. The results show that (1) there are differences in the early reading ability of students with special needs who are taught by applying the IEP and those who are not; (2) there are differences in the early reading ability of students with special needs between groups of students with high reading interest and low reading interest; (3) there is an interaction between the application of IEP and reading interest in improving the early reading ability of students with special needs.]]>
<![CDATA[The Impact of Religiosity and Social Support on Psychological Well-Being among Tahfidz Students ]]>
<![CDATA[Sukmawati, Shinta]]>;
<![CDATA[Husna, Sabiqotul]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.3907
<![CDATA[High school students who memorize Al-Qur'an face challenges maintaining their psychological well-being while memorizing Al-Qur'an and attending school activities. This study aims to determine the relationship between religiosity and social support with psychological well-being in high school students who memorize the Qur'an. The research subjects were 103 students (mean age 16.41) who were in the process of memorizing 30 chapters of the Qur’an at SMA IT Abu Bakar and SMA IT Baitussalam Yogyakarta. The sampling technique used was convenience sampling. Data collection was carried out using three scales: psychological well-being scale (α=0.904), religiosity scale (α=0.892), and social support scale (α=0.092), all of which were modified. The multiple regression data analysis revealed a significant relationship between religiosity and social support with the psychological well-being of high school students who memorize the Qur'an. The simultaneous effective contribution of two independent variables to psychological well-being is 52.6%. The partial contribution of religiosity is 26.9%, and the partial contribution of social support is 25.7%. These results can be a baseline for schools to develop support for memorizing the Qur'an in terms of facilities, training, and mentoring to increase students' religiosity and psychological well-being.]]>
<![CDATA[Exploring the Role of Mindfulness in Promoting Academic Resilience Among Disadvantaged Learners ]]>
<![CDATA[Putra, Ivandro Arsena]]>;
<![CDATA[Huwae, Arthur]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.4233
<![CDATA[Suburban high school students often face considerable academic challenges due to limited school infrastructure, inadequate facilities, and a lack of educational support—conditions that can undermine academic development and resilience. While prior studies have explored the link between mindfulness and academic resilience, few have specifically examined this relationship within structurally disadvantaged school settings. This study addresses this gap by investigating the correlation between mindfulness and academic resilience among students in suburban high schools in Indonesia. Employing a quantitative correlational design, the study surveyed 535 students from four suburban schools in Semarang Regency, using the Five Facet Mindfulness Questionnaire (α = .914) and the Academic Resilience Scale (ARS-30) (α = .958). Spearman’s Rho analysis revealed a weak yet statistically significant positive correlation (r = .162, p < .001), with the non-reactivity facet of mindfulness showing the strongest association with resilience. Despite the small effect size (R² = .036), the findings offer novel insights into how mindfulness may serve as a psychological buffer for students navigating under-resourced academic environments. The results underscore the importance of contextually tailored mindfulness-based interventions and call for further research into additional factors that influence resilience in disadvantaged educational settings. This study contributes new evidence to the field by situating mindfulness within the lived realities of suburban learners and advancing the understanding of resilience in marginalized school populations.]]>
<![CDATA[The Combined Role of Self-Esteem and Life Satisfaction in Enhancing Student Engagement ]]>
<![CDATA[Savitri, Jane]]>;
<![CDATA[Kiswantomo, Heliany]]>;
<![CDATA[Tambun, Grace Naulee]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.4236
<![CDATA[Student engagement is essential for academic success and holistic development, yet many studies have examined only isolated predictors of engagement. While self-esteem and life satisfaction have each been linked to engagement, few studies have investigated their combined effect, particularly within non-Western contexts such as Indonesia. Addressing this gap, the present study examines the joint and individual contributions of self-esteem and life satisfaction to student engagement among 397 active university students in Bandung City. Using a quantitative correlational design, data were collected through the University Student Engagement Inventory (USEI), the Rosenberg Self-Esteem Scale (RSES), and the Satisfaction with Life Scale (SWLS). Multiple regression analysis revealed that self-esteem and life satisfaction significantly predicted student engagement, both independently and simultaneously (R² = 0.31, p < .001). Self-esteem emerged as the stronger predictor, accounting for 21.3% of the variance, compared to 9.7% from life satisfaction. These findings underscore the importance of fostering both self-esteem and life satisfaction in educational settings to enhance student engagement. The study contributes a novel perspective by demonstrating the synergistic influence of these two psychological factors in a culturally specific context. Practical implications include the need for integrated student development programs that promote self-worth and subjective well-being. The study calls for future research to examine how each predictor influences different dimensions of engagement—behavioral, emotional, and cognitive—over time.]]>
<![CDATA[Examining How Islamic Coping Reduces Internet Misuse through Emotional Self-Regulation ]]>
<![CDATA[Hafizah, Nurul]]>;
<![CDATA[Uyun, Qurotul]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.4310
<![CDATA[Problematic internet use (PIU) has emerged as a serious psychological concern, particularly among youth during the COVID-19 pandemic. While prior studies have explored emotional and behavioral factors contributing to PIU, limited research has examined how culturally grounded religious coping strategies influence these patterns. This study offers a novel contribution by investigating the mediating role of emotion regulation difficulties in the relationship between Islamic religious coping and PIU among Muslim undergraduate students in Indonesia. A quantitative approach was applied to a sample of 304 participants using the Iranian Religious Coping Scale (IRCOPE), Difficulties in Emotion Regulation Scale-18 (DERS-18), and Generalized Problematic Internet Use Scale 2 (GPIUS-2), all adapted into Indonesian. Path analysis revealed that Islamic religious coping significantly reduced emotion regulation difficulties, which in turn were positively associated with PIU. Notably, religious coping did not directly impact PIU but exerted an indirect effect through emotional regulation. These findings underscore the relevance of culturally specific, faith-based strategies in managing excessive internet use and contribute to the broader integration of Islamic psychological constructs within contemporary behavioral research. This study advances the field by modeling a culturally contextualized pathway from religiosity to digital behavior, with implications for culturally informed interventions.]]>
<![CDATA[Promoting Resilience in Adolescents from Divorced Family: The Role of Social Support and Self-Efficacy ]]>
<![CDATA[Murniasih, Farhanah]]>;
<![CDATA[Irvan, Moh]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.4346
<![CDATA[Divorce can be a tumultuous experience for adolescents; social support and self-efficacy are recognized as crucial factors in helping them navigate the challenges. Resilience, which pertains to an individual's ability to adapt positively to adversity, is essential during this transitional period. This research delves into the evolving understanding of how social support impacts resilience in adolescents from divorced families, with self-efficacy as a mediator. The research involved 400 respondents (318 females and 82 males) aged 15-21 from divorced families. Data were collected using the Resilience Scale (12 items, ), General Self Efficacy Scale (10 items, , and Social Provisions Scale (26 items, . The data analysis techniques applied in this study were descriptive, correlational, and regression-based mediating analyses. The mediating analysis used the PROCESS syntax in IBM SPSS. This study showed that social support increased resilience in adolescents from divorced families, and self-efficacy mediates social support and resilience. This study confirmed that self-efficacy partially mediates social support and resilience in adolescents from divorced families.]]>
<![CDATA[Rethinking Achievement Motivation in Indonesian Students: The Influence of Teacher and Peer Relationships Amid a Shifting Collectivist Culture ]]>
<![CDATA[Efendy, Mamang]]>;
<![CDATA[Murwani, Danardana]]>;
<![CDATA[Hitipeuw, Imanuel]]>;
<![CDATA[Rahmawati, Hetti]]>
<![CDATA[ Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Tribakti Lirboyo Kediri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33367/psi.v8i2.4606
<![CDATA[Despite extensive research on achievement motivation, few studies have integrated the role of students' social relationships—particularly with teachers and peers—within the broader cultural context, especially in collectivist societies. This study addresses that gap by examining whether teacher-student and peer relationships predict achievement motivation and whether collectivist cultural values moderate these associations among Indonesian junior high school students. A total of 317 participants completed standardized questionnaires measuring relationship quality, collectivist orientation, and achievement motivation. Data were analyzed using multiple regression and moderation analysis based on the F. Hayes method. The findings confirmed that both teacher-student and peer relationships significantly predict achievement motivation. However, a novel and unexpected result emerged: collectivist culture did not significantly moderate these relationships. This challenges prevailing theoretical assumptions that collectivist values amplify social influences on motivation and suggests a cultural shift among Generation Z Indonesian students toward more individualistic orientations. These results contribute new insights to motivation research by questioning the continued salience of collectivist values in shaping achievement motivation within modern, digital-age cohorts. The study offers theoretical implications for cross-cultural psychology and practical recommendations for fostering student motivation in evolving cultural contexts.]]>
