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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 164 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.

Page 17 of 17 | Total Record : 164

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