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Journal An-Nafs: Kajian Penelitian Psikologi
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : 25280600     EISSN : 25496166     DOI : https://doi.org/10.33367/psi.v8i2
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
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.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 214 Documents
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Exploring Student Engagement in University through Lecturer Competence: A Tripod 7Cs Framework Yundianto, Devie; Khatami, Muhammad; Mutmainah, Isna; Pastika Sandi, Anggun; Nabilah, Siti; Mutiara Sani, Febi
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8196

Abstract

This study aims to empirically examine and model the influence of lecturer competence on student engagement in higher education, operationalized through the Tripod 7Cs framework, at Universitas Nahdlatul Ulama Indonesia. The 7Cs framework consists of seven instructional competencies—Care, Confer, Captivate, Clarify, Consolidate, Challenge, and Classroom Management—with student engagement conceptualized across three dimensions: Vigor, Absorption, and Dedication. Addressing the limited application of the Tripod 7Cs framework in higher education and non-Western contexts, this study investigates both the simultaneous and differential effects of the seven competencies on distinct engagement components. Participants consisted of 129 undergraduate students (N = 129), including 43 men (33.33%) and 86 women (66.67%), selected using convenience sampling. Data were collected via an online questionnaire. Lecturer competence was measured using the Tripod 7Cs Instrument, while student engagement was assessed using the Utrecht Work Engagement Scale for Students (UWES-S). Rasch measurement modeling was employed to ensure construct validity and reliability prior to hypothesis testing. Multiple regression analyses were conducted to examine the predictive effects of the 7Cs dimensions on each engagement component. In addition, a thematic analysis of open-ended responses was performed to triangulate the quantitative findings and provide contextual insight into students’ perceptions of effective teaching practices.The results revealed distinct and non-uniform relationships between lecturer competencies and engagement dimensions. The Captivate dimension emerged as a significant predictor of Vigor (β = 0.260, p = .044) and the strongest predictor of Absorption (β = 0.429, p < .001), indicating the central role of engaging instructional delivery in fostering energy and deep learning immersion. The Care dimension significantly predicted Vigor (β = 0.231, p = .040) and Dedication (β = 0.253, p = .020), highlighting the importance of relational and emotional support in sustaining students’ commitment to learning. Conversely, Clarify did not demonstrate a direct statistical effect on engagement, although qualitative findings underscored its role as a foundational instructional prerequisite. This study contributes novel empirical evidence by extending the Tripod 7Cs framework to higher education, demonstrating its applicability in an Indonesian, non-Western context, and revealing the differential predictive power of specific lecturer competencies across engagement dimensions. The findings offer actionable implications for faculty development, emphasizing that effective teaching in higher education requires not only instructional clarity, but also engaging delivery and caring lecturer–student relationships to foster meaningful and sustained student engagement.
Critical Thinking as a Mediator in The Relationship Between Self-Efficacy and Innovative Behavior of Lecturers Merdiaty, Netty; Abdillah, Rijal; Mangundjaya, Wustari L.
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v1i1.8200

Abstract

In the context of rapid technological change and global transformation in higher education, innovative behavior among lecturers has become increasingly important. This study aims to examine the mediating role of critical thinking in the relationship between self-efficacy and innovative behavior among Indonesian university lecturers. Using a quantitative research design, data were collected from 200 active lecturers employed at higher education institutions in Bekasi and Jakarta and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The analysis involved measurement model evaluation and structural model testing to ensure construct reliability and validity. The results indicate that self-efficacy has a significant positive effect on both innovative behavior and critical thinking. Furthermore, critical thinking exerts a significant positive influence on innovative behavior and partially mediates the relationship between self-efficacy and innovative behavior. These findings highlight the importance of integrating motivational and cognitive factors to foster innovation in academic contexts. From an educational psychology perspective, this study contributes to a deeper understanding of the psychological mechanisms through which self-efficacy translates into innovative behavior, particularly through critical thinking. The findings offer theoretical contributions to social cognitive and innovation theories and provide practical implications for higher education institutions in designing professional development programs that strengthen lecturers’ self-efficacy and critical thinking skills to support sustainable innovation.
Exploring Female Teachers' Experiences in Facing Gender Discrimination in the Workplace: A Phenomenological Perspective Hikmah, Arina Nur; Kusmaryani, Rosita Endang; Herwin, Herwin; Qureshi, Muhammad Saifullah
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8232

Abstract

Gender discrimination in the workplace remains a persistent issue in the education sector, where female teachers continue to experience unequal treatment that affects their professional roles and personal well-being. This study aims to explore female teachers’ lived experiences of gender discrimination, focusing on how they perceive and navigate gender bias, the impacts of discrimination on their professional and personal lives, and the coping strategies they employ. Using a phenomenological approach, this study applied Interpretative Phenomenological Analysis (IPA) to in-depth data collected through semi-structured interviews with three female teachers. The findings reveal multiple dimensions of gender discrimination in the school environment, including its underlying causes, psychoemotional impacts, limited institutional support, the role of the work environment, participants’ expectations for change, and strategies used to cope with discriminatory practices. From the perspective of positive psychology, the results indicate that gender discrimination undermines subjective well-being and constrains the development of individual potential. Female teachers largely rely on personal resilience and peer support in the absence of systematic organizational protection. The novelty of this study lies in its phenomenological examination of gender discrimination by foregrounding female teachers’ subjective experiences within the educational workplace, thereby offering a holistic understanding of discrimination that integrates structural, emotional, and coping dimensions. The study underscores the urgent need for changes in institutional mindsets, organizational structures, and workplace cultures, as well as the implementation of gender-sensitive policies and practices to foster inclusive, supportive, and gender-equitable educational environments.
The Role of Psychoeducation Using Positive Thinking Techniques in Enhancing the Psychological Well–Being of Adolescents in Special Child Development Institutions (LPKA) Pulungan, Syakirah Tazkiyah; Darussalim, Darussalim; Hasibuan, Rini Syahrayni
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8673

Abstract

Research on the psychological well-being of children in conflict with the law remains limited, particularly within juvenile correctional settings that emphasize rehabilitation rather than punishment. Therefore, this study aimed to examine the effectiveness of psychoeducation using positive thinking training techniques in enhancing the psychological well-being of adolescents residing in a Special Child Development Institution (LPKA). This study employed a quasi-experimental pre-test–post-test control-group design involving 20 adolescents, consisting of 10 participants in the experimental group and 10 participants in the control group. The experimental group received psychoeducational intervention in the form of positive thinking training, while the control group did not receive any treatment. Psychological well-being was measured using the Happiness Psychological Scale developed by Anggoro and Widhiarso (2010). Data were analyzed using the Mann–Whitney U test and the Wilcoxon signed-rank test. The results of the Mann–Whitney U test indicated a significant difference in psychological well-being between the experimental and control groups (Z = −2.881, p = .004, p < .05), with the experimental group demonstrating higher psychological well-being scores (M = 14.30) than the control group (M = 6.70). In addition, the Wilcoxon signed-rank test revealed a significant increase in psychological well-being within the experimental group between the pre-test and post-test conditions (Z = −1.955, p = .037, p < .05). These findings provide empirical evidence that psychoeducation delivered through positive thinking training effectively enhances adolescents’ psychological well-being in juvenile correctional institutions. The novelty of this study lies in its focus on children in conflict with the law and its examination of psychological well-being as a multidimensional construct within an institutional rehabilitation context, an area that has received limited empirical attention in prior research. The results highlight the potential of psychoeducational interventions as evidence-based strategies to support psychological development and rehabilitation among institutionalized youth.
Self-Efficacy and Employability Among Higher Education Students: A Systematic Review of Empirical Studies (2015–2025) Earlene Tania Rahma; Olievia Prabandini Mulyana; Mary Loi A. Sibucao
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v1i1.8311

Abstract

Employability has become an important concern in higher education due to increasing labor market uncertainty and competitive employment demands. Although previous studies have examined the relationship between self-efficacy and employability, findings remain fragmented across different forms of self-efficacy and educational contexts. Therefore, this study aimed to systematically review empirical evidence on the role of self-efficacy in students' employability development. This review followed the PRISMA 2020 guidelines and analyzed studies published between 2015 and 2025 indexed in the Scopus database. Of the 317 identified articles, 12 studies met the inclusion criteria. The findings indicate that self-efficacy was consistently found to contribute to students’ employability both directly and indirectly through mediating factors such as career adaptability, emotional intelligence, achievement motivation, and learning engagement. Various forms of self-efficacy, including career decision-making self-efficacy, academic self-efficacy, social self-efficacy, and general self-efficacy, were also found to support employability development. In addition, educational support and experiential learning environments were identified as important contextual factors supporting students' employability development. This review highlights the importance of strengthening students’ self-efficacy to support career readiness and employability development in higher education contexts.
Validity and Reliability Testing of Indonesian 4-Item Growth Mindset Scale among University Students Halima Halima; Rita Eka Izzaty; Neni Trinovita; Aqidatul Izzah; Hasfi Putraza Hikmat; Muhammad Haikal Rizqi
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v11i1.8385

Abstract

This study aimed to adapt and evaluate the psychometric properties of the Indonesian version of the 4-item Growth Mindset Scale in a university student population. A total of 217 undergraduate and graduate students participated in the field testing. Construct validity was examined using confirmatory factor analysis (CFA) with the MLR estimator. The results indicated an excellent model fit (CFI = 0.999, TLI = 0.996, RMSEA = 0.032, SRMR = 0.00797), supporting unidimensional representation of the growth mindset construct consistent with the implicit theories of intelligence framework. All items demonstrated significant loadings, supporting the proposed one-factor measurement model, including the two fixed-mindset items, which showed relatively high standardized loadings. Internal reliability was strong (Cronbach’s alpha = 0.785; stratified alpha = 0.8207). These findings indicate that the Indonesian 4-item version demonstrates satisfactory structural validity and internal consistency, while providing a concise instrument suitable for research and academic assessment. This instrument has the potential to serve as an efficient measure for mapping students’ mindset beliefs and evaluating psychological interventions in higher education settings.
Adversity Quotient Among Students in a Professional Psychology Education Program: A Phenomenological Study Qudzam Rizqisailu; Ahmad Adin Sutariyono; Mathayo Marko Nassari; Sri Lestari
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v11i1.8744

Abstract

Although adversity quotient (AQ) has been widely examined in relation to academic resilience and stress among university students, little is known about how AQ is experienced by students in professional psychology education, who face intensive academic, emotional, and practicum-related demands. This study therefore aimed to explore the lived experiences of AQ among students in the Professional Psychology Education Program at University X. A qualitative phenomenological design was employed, and data were collected through semi-structured interviews with three students selected using purposive sampling. The interview data were analyzed using thematic analysis to identify patterns underlying participants' experiences of coping with professional education challenges. The findings revealed six major themes that characterize students' AQ. Four themes—Control, Origin and Ownership, Reach, and Endurance—correspond  to Stoltz's AQ framework and describe students' abilities to regulate themselves, assume responsibility for difficulties, limit the impact of adversity, and persist through academic and practicum challenges. More importantly, the study identified two additional themes, namely social support and spirituality, which emerged as essential contextual resources that strengthen students' resilience throughout their professional education. These findings suggest that students' AQ is shaped not only by individual psychological capacities but also by supportive interpersonal relationships and spiritual meaning-making processes. Conceptually, this study suggests that the existing AQ framework may be enriched by considering the role of contextual resources within the professional psychology education setting, where resilience is shaped through dynamic interactions among personal, social, and transcendental factors. The findings provide a richer contextual understanding of AQ and offer practical implications for designing professional education environments that foster psychological resilience through academic support, social connectedness, and spiritual well-being.
The Mediating Role of Hope in the Relationship Between Peer Social Support and Resilience among Indonesian Generation Z Fildzah Hanifati; Ni&#039;matuzahroh Ni&#039;matuzahroh
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v11i1.8864

Abstract

Generation Z (Gen Z) faces substantial psychosocial pressures during higher education and early career transitions, underscoring the importance of resilience for positive adaptation. However, research examining the psychological mechanism through which peer social support contributes to resilience among Indonesian Gen Z remains limited. This study aimed to examine the mediating role of hope in the relationship between peer social support and resilience among Indonesian Gen Z. Employing a quantitative correlational design, the study involved 102 Gen Z participants aged 18–28 selected via purposive sampling. Data were collected using the 25-item Connor-Davidson Resilience Scale (CD-RISC-25), the Social Provisions Scale (SPS), and the Adult Hope Scale (AHS), and were analyzed using Hayes’ PROCESS macro (Model 4). Results indicated that peer social support significantly predicted resilience, while hope partially mediated this relationship between peer social support and resilience (β= .389, 95% CI [.194, .630]). The model accounts for 56.1% of the variance in resilience (R2= .561). These findings underscore that Gen Z resilience is shaped by the interaction between external interpersonal resources and internal psychological resources, with hope functioning as the psychological mechanism linking peer social support to resilience. The findings highlight the importance of developing interventions that strengthen peer support networks while fostering hope to enhance resilience during academic and early-career transitions.
The Effectiveness of Group Counseling using Role Reversal Technique in Improving Social skills of Inclusive Students Ratih Christiana; Dahlia Novarianing Asri
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v11i1.8930

Abstract

This study aimed to examine the effectiveness of group counseling using the role reversal technique in improving students’ social skills. The background of this research was based on students’ low social interaction abilities, including cooperation, empathy, and interpersonal communication. The study employed a quantitative approach with a one-group pretest–posttest design. The research subjects consisted of eight junior high school students with low levels of social skills, who were assigned to an experimental group. The research instrument was a social skills questionnaire covering the following indicators: empathy ability, communication and social interaction, openness, helping behavior, and self-understanding, which had been tested for validity and reliability. Data analysis was conducted using a t-test. The results showed a significant improvement in social skills among students in the experimental group after participating in group counseling with the role reversal technique. In conclusion, group counseling using the role reversal technique is effective in improving students’ social skills.
From Job Crafting to Work Engagement: The Moderating Role of Flourishing in Millennial Educational Personnel Maharani Tyas Budi Hapsari; Nurul Badriyah; Fitri Yusmia Putri
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 11 No. 1 (2026): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v11i1.9103

Abstract

Millennial-generation employee tend to have low work engagement in their organizations. Low work engagement can lead to negative behavior at work. This study aims to examine the role of flourishing as a moderating variable in its effect on job crafting on work engagement among millennial educators. The sample in this study consisted of 95 research subjects. comprising 63 females and 32 females with professions as teachers, lecturers, and educational staff.  The Work Engagement Scale is modified from Schaufeli et al. The Job Crafting Scale used in this study is modified from Tims et al. The Flourishing Scale used in this study refers to Diener et al. 's scale. The Moderation analysis using Hayes' PROCESS Macro indicated that flourishing significantly moderated the relationship between job crafting and work engagement (β = -0.0107, 95% CI [-0.0199, -0.0016], p = .0215). The negative interaction coefficient suggests that the positive effect of job crafting on work engagement decreases at higher levels of flourishing. The model accounted for 67.41% of the variance in work engagement (R² = .6741). This study implies that educational institutions should maintain a balance between enhancing employee flourishing and encouraging proactive work behavior. Educational institutions can support this goal by providing opportunities for teachers, lecturers, and educational staff to participate in curriculum development, lead improvement projects, and implement innovative ideas that contribute to educational quality and service effectiveness.

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