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M. Arif Khoiruddin
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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 213 Documents
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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.
The Moderating Role of Internship Experience between Campus Climate and Career Adaptability among Final-Year Students Elza Ashifa Putri Zacky; Talitha Lintang Pertiwi
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.v11i1.9213

Abstract

Career adaptability has become an essential resource for final-year students as they prepare to enter an increasingly complex labor market. This study examined the influence of campus climate on career adaptability and investigated whether internship experience strengthens this relationship. The study involved 153 final-year students selected through purposive sampling. Data were collected using the Indonesian version of the Career Adapt-Abilities Scale (CAAS) adapted by Sulistiani et al. (2018), the Campus Climate Scale adapted from Qotrunnada (2022) based on Fisher et al. (2020), and researcher-developed indicators of internship experience based on internship participation and duration. The data were analyzed using Moderated Regression Analysis (MRA). The results demonstrated that campus climate positively and significantly predicted career adaptability (B = 1.368; β = 0.703; p < 0.05), explaining 49.4% of the variance (R² = 0.494). However, the interaction between campus climate and internship experience was not statistically significant (p > 0.05), indicating that internship experience did not moderate the relationship. Furthermore, One-Way ANOVA revealed no significant differences in career adaptability across internship duration groups (F = 0.641; p > 0.05). These findings suggest that a supportive campus climate contributes substantially to students' career adaptability, whereas internship experience, as measured by duration, does not. Therefore, fostering a positive campus environment may be an important strategy for supporting students' preparation for future careers.
Implementation of School-Based Mental Health and Psychosocial Support (MHPSS) Interventions to Exploring Stress Coping Among Students Experiencing Grief at a Madrasah Tsanawiyah in Kediri Tatik Imadatus Sa&#039;adati; Karisma Dewi Puspasari; Dewi Laila Wati; Ratih Setya Mahardika
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.v11i1.9231

Abstract

This study aims to describe the implementation of a school-based Mental Health and Psychosocial Support (MHPSS) program and explore students’ psychological responses following a traumatic incident at a Madrasah Tsanawiyah in Kediri. The study employed a descriptive exploratory approach involving 38 eighth-grade students who were classmates of a victim of a violent incident. Participants were selected using purposive sampling. Data were collected using the Self-Reporting Questionnaire-20 (SRQ-20) to describe students’ psychological conditions and through written reflections to explore students’ experiences following participation in the program. The MHPSS program consisted of psychoeducation, relaxation training and brain gym exercises, positive thinking development, and peer-supported group discussions. The initial assessment showed that 23 of 38 students (60.5%) experienced psychological distress. The most frequently identified symptoms were reduced energy (43.5%) and depressive symptoms (39.1%), followed by anxiety symptoms (13.0%) and somatic symptoms (4.4%). Analysis of students’ written reflections identified themes of emotional relief, increased emotional awareness, opportunities for emotional expression, acceptance of the incident, and perceived peer support. However, some students continued to report fear and anxiety following the program. The findings provide a descriptive overview of students’ psychological conditions following a traumatic incident and suggest that school-based MHPSS activities may offer opportunities for emotional expression and psychosocial adjustment. The study highlights the importance of integrating trauma-informed psychosocial support within school systems, particularly in madrasah settings. Future studies employing standardised post-intervention measures and comparison groups are needed to evaluate intervention effectiveness more rigorously.

Page 22 of 22 | Total Record : 213

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