cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hasan Baharun
Contact Email
journalofpsychologicalinsight@gmail.com
Phone
+6281559512029
Journal Mail Official
journalofpsychologicalinsight@gmail.com
Editorial Address
Probolinggo East Java
Location
Kab. probolinggo,
Jawa timur
INDONESIA
Journal of Psychological Insight
Published by Al-Qalam Institute
ISSN : 30900700     EISSN : 30901596     DOI : https://doi.org/10.61987/jpi
Core Subject : Humanities, Science, Art, Social,
Arts Humanities Neuroscience Social Sciences
Journal of Psychological Insight is a peer-reviewed journal dedicated to advancing the field of psychology by publishing high quality research and theoretical papers. The journal aims to provide researchers, practitioners, and scholars with a platform to disseminate innovative and insightful contributions that expand our understanding of psychological phenomena. Scope of Journal of Psychological Insight encompasses a wide range of topics within psychology, including but not limited to Clinical psychology, guidance and counseling, cognitive psychology, developmental psychology, social psychology, educational psychology, health psychology, industrial and organizational psychology, neuropsychology, cross cultural and multicultural psychology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026): Janury-June" : 5 Documents clear
Collaborative Practices Advancing Socio-Emotional Development in Inclusive Early Education Anik Nurul; Hidayah
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.780

Abstract

Socio-emotional development in inclusive early education requires coordinated support across relational systems. This study aims to examine how collaborative practices advance children’s emotional regulation, peer relationships, and classroom belonging. A qualitative multiple case study design was employed involving 15 informants consisting of classroom teachers, special education teachers, principals, and parents from inclusive early childhood education centers with established collaboration structures. Data were collected through in-depth interviews, non-participant observations, and document analysis, and analyzed using interactive qualitative procedures. The findings reveal that structured collaboration reduced emotional disruptions, interdisciplinary teamwork increased peer reciprocity, and documented family participation strengthened children’s sense of belonging. The novelty of this research lies in integrating socio-emotional learning with collaborative inclusion frameworks into a systemic model. The study recommends institutionalizing structured coordination, co-teaching practices, and participatory family engagement to sustain inclusive socio-emotional development.
Exploring Anger Management Strategies in Addressing Teacher Burnout Muhammad Hudhel Sidqi; Bakri Muhammad Bakhiet; Febriyanti Ghayatul Qushwa
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.1299

Abstract

Teacher burnout is frequently accompanied by unmanaged anger that disrupts instructional quality and professional stability. This study aims to analyze the forms of teacher anger, identify anger management strategies applied in classroom settings, and examine their impact on burnout and teaching quality. Using a qualitative case-based approach, data were collected from teachers through in-depth interviews, classroom observations, and document analysis, and were examined using thematic analysis. The findings reveal that anger, manifested in verbal reactions, nonverbal expressions, and internal emotional suppression, is linked to emotional exhaustion. Teachers applied physiological regulation, cognitive reframing, spiritual-reflective practices, and controlled behavioral responses as management strategies. These strategies were associated with reduced emotional exhaustion, improved teacher–student relationships, more conducive classroom climates, and strengthened professional conduct. This study contributes by positioning anger as a specific operational dimension within burnout discourse. The findings imply that structured emotional regulation training should be integrated into teacher professional development programs.
Integrating Behavioral Economics into Islamic Education Management: Promoting Ethical Decision-Making in School Leadership Ahmad Syadidunniam; Ahmad Royani; Nur Ittihadatul Ummah; Siti Aminah
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.1433

Abstract

Ethical leadership in Islamic educational management often faces challenges stemming from behavioral biases that affect decision-making. This study aims to analyze how nudge-based leadership can enhance the ethical and moral quality of school principals’ decision-making within an Islamic educational context. Employing a qualitative case study design, data were collected from school leaders and senior teachers through in-depth interviews, participatory observation, and document analysis, and analyzed using interpretative and content analysis within a behavioral ethical framework. The findings reveal that leadership practices based on moral modeling, moral reminders, and Islamic choice architecture effectively mitigate social-affinity bias, status quo bias, and overconfidence bias in leadership decisions. These strategies foster ethical behavior by embedding values of amanah, adl, ikhlas, and ihsan into daily organizational routines rather than relying on coercive authority. The novelty of this study lies in integrating nudge theory from behavioral economics with Islamic educational management to offer a value-based behavioral leadership model. The study implies that ethical governance in Islamic schools can be strengthened through a non-coercive behavioral design that aligns spiritual values with managerial practices.
Strategic Management in Developing Inclusive Teacher Career Paths: Optimizing Potential and Performance in Educational Institutions Rifka Jannatul Firdausiyah; Unzilah Khomairohtusshiyamah; Zohaib Hassan Sain
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.1477

Abstract

This study examines how to use strategic management to build inclusive teacher career paths. The aim of this research is to improve the potential, motivation, and performance of educators in educational institutions. Data were collected using descriptive qualitative methods through observations, interviews, and documentary research with principals, teachers, and management staff. The research shows that strategic management, which encompasses the steps of planning, implementing, evaluating, and adjusting strategies, has the potential to create a directed, equitable, and sustainable career system. Performance-based reward systems, mentoring, and training provide all teachers with equal opportunities to develop in inclusive career paths. This approach enhances the competitiveness and quality of educational institutions, in addition to improving teacher satisfaction and professionalism. Challenges such as lack of digitalization, limited resources, and fear of change still need to be addressed. Therefore, strategic management is an essential foundation for humanistic, inclusive, and sustainable standards-oriented teacher career management.
Students’ Understanding of Anti-Bullying Education in Increasing Social Awareness Amara P. B. Natania; Alvina Rahmawati; Zalfaa A. Khonsa; Naumi M. Amanda; Ayatullah Maulidy
Journal of Psychological Insight Vol. 2 No. 1 (2026): Janury-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i1.1562

Abstract

Bullying remains a persistent problem in schools, indicating that anti-bullying education often fails to translate into meaningful social awareness among students. This study aims to examine how students interpret anti-bullying education and how these interpretations contribute to the Development of social awareness. Employing a qualitative case study design, the research involved 24 fifth-grade students and used open-ended interviews, reflective written responses, observations, and documentation analysis. The findings reveal three interrelated themes: students internalized bullying as a form of moral wrongdoing, demonstrated empathetic peer awareness through consistent social behaviors, and expressed pro-social responsibility through written and visual commitments such as pledges and posters. These results show that students’ cognitive and moral meaning-making processes play a decisive role in shaping ethical judgment, empathy, and responsible action. The novelty of this study lies in highlighting students as active interpreters of anti-bullying education rather than passive recipients of program messages. The findings suggest that anti-bullying initiatives should prioritize reflective, empathy-based, and participatory strategies to promote sustained social awareness and positive peer relations.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2026): July-December Vol. 2 No. 1 (2026): Janury-June Vol. 1 No. 2 (2025): July-December Vol. 1 No. 1 (2025): Januari-June