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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 20 Documents
 1   2 
Restorative Approach Creates Child Friendly School Free of Bullying Nur Fatihah; Nur Aisyah; Uthman Shehu Lawal
Journal of Psychological Insight Vol. 1 No. 2 (2025): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v1i2.815

Abstract

Bullying remains a critical challenge in schools, affecting students’ psychological well-being and social development. This study aims to examine the effectiveness of the restorative approach in fostering anti-bullying behavior by enhancing empathy, responsibility, and social skills among students. Using a qualitative methodology, data were collected through observations, interviews, and focus group discussions involving students, teachers, and counselors. The findings indicate that restorative dialogue and mediation significantly reduced conflicts, increased students’ awareness of the impact of their actions, and promoted positive behavioral changes among perpetrators. Victims reported feeling acknowledged and supported, while overall classroom interactions improved. This study contributes to the understanding of how restorative practices can transform school culture by prioritizing relationship restoration over punitive measures. The results suggest that implementing restorative approaches can effectively reduce bullying, enhance social-emotional skills, and support the development of an inclusive, child-friendly educational environment, offering practical guidance for educators and school policymakers.
Solution-Focused Training and Its Psychological Impact on Organizational Communication: Evidence from PMII Rayon Nusantara Misbahul Arifin
Journal of Psychological Insight Vol. 2 No. 2 (2026): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i2.1271

Abstract

Organizational communication is essential for maintaining effective collaboration and collective decision-making within student organizations. This study aims to examine the role of Solution-Focused Training and its psychological impact on organizational communication within a student organization. The research employed a qualitative case study approach involving organizational members as participants, with data collected through in-depth interviews, participant observation, and document analysis. Thematic analysis was used to identify patterns of communication change following the training intervention. The findings reveal three main outcomes: communication patterns became more structured and solution-oriented during meetings, member participation in discussions increased significantly, and members demonstrated stronger psychological readiness reflected in higher motivation, confidence, and resilience. These results indicate that the training not only improved communication techniques but also strengthened the psychological conditions that support effective interaction. The study contributes by extending the application of solution-focused approaches to value-based student organizations and recommends integrating psychological training into leadership development programs to enhance the sustainability of organizational communication.
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.
Music Listening as a Coping Strategy for Academic Organizational Stress in Students’ Lived Experiences Wahyu Nugroho; Dinda Aimi Adzani; Ardelia Nabi Hermayana
Journal of Psychological Insight Vol. 2 No. 2 (2026): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i2.1340

Abstract

Students frequently experience psychological pressure due to the combination of academic demands and organizational responsibilities in university life. This study aims to explore how music listening functions as a coping strategy for managing academic and organizational stress in students’ lived experiences. The research employed a qualitative case study approach involving five undergraduate students who were actively engaged in both academic activities and campus organizations. Data were collected through in-depth interviews, observations, and documentation, then analyzed using data condensation, data display, and conclusion verification techniques. The findings reveal three main patterns: music listening reduces perceived academic and organizational stress, supports emotional regulation and sustained focus during demanding tasks, and helps maintain productivity in academic activities. The novelty of this study lies in its phenomenological exploration of music listening as an everyday coping practice embedded in students’ academic routines. These findings highlight the importance of recognizing simple self-regulation strategies that support students’ psychological well-being and academic sustainability.
The Impact of University Students’ Personal Values and Moral Cognition on Their Perception of Social Responsibility Hao Sun; Krittavit Bhumithavara
Journal of Psychological Insight Vol. 1 No. 1 (2025): Januari-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v1i1.1388

Abstract

In the context of growing global attention to social responsibility, understanding the factors that shape university students’ sense of social responsibility has become increasingly important. This study aims to examine the influence of personal values and moral cognition on students’ perceptions of social responsibility and to explore the mediating role of ethical orientation. Using a quantitative approach supported by qualitative insights, data were collected from full-time university students through structured questionnaires and in-depth interviews, and analyzed using statistical techniques. The findings reveal that multiple dimensions of personal values significantly influence idealism and are strongly correlated with relativism. Furthermore, idealism, relativism, and ethical orientation significantly affect social responsibility cognition, with ethical orientation strengthening the influence of moral cognition on perceptions of social responsibility. This study contributes a comprehensive analytical framework linking personal values, moral cognition, and social responsibility, offering empirical evidence that enriches moral psychology and educational research. The results suggest that universities should integrate value education and ethical reasoning into curricula to foster socially responsible attitudes and support the development of morally grounded future professionals.
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.
Social Resilience Mechanisms in the Challenges of Quality of Life for D’kurir Online Drivers in Facing Job Uncertainty Mohamad Imam Fauzi; Fandu Dyangga Pradeta; Qomaruzzaman Azam Zami
Journal of Psychological Insight Vol. 2 No. 2 (2026): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i2.1571

Abstract

The rapid growth of digital platform-based transportation has created flexible employment opportunities while simultaneously increasing job uncertainty that affects workers’ psychological well-being and quality of life. This study aims to analyze the social resilience mechanisms that online delivery drivers develop to cope with job uncertainty. A qualitative descriptive design was applied using purposive sampling, involving three active drivers with at least 1 year of work experience. Data were collected through in-depth interviews, field observations, and documentation, and analyzed using the interactive model of data condensation, data reduction, data display, and verification. The findings show that income instability generates psychological pressure and anxiety among drivers, while adaptive coping strategies such as monitoring delivery applications and managing waiting time help maintain work continuity. In addition, peer support through information sharing and emotional encouragement strengthens drivers’ collective resilience. This study contributes to understanding social resilience as a psychological and social mechanism within digital platform labor environments and highlights the importance of strengthening worker support networks.
Psychological Factors Influencing Students' Academic Engagement in Higher Education Qisthi Efridita
Journal of Psychological Insight Vol. 2 No. 2 (2026): July-December
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jpi.v2i2.2069

Abstract

Academic engagement is a critical factor influencing students’ learning outcomes and academic success in higher education. This study aims to explore the psychological factors that shape students’ academic engagement, focusing on motivation, self-efficacy, and positive emotions. Using a qualitative phenomenological approach, data were collected from ten undergraduate students through in-depth interviews, supported by observations and documentation, and analyzed using an interactive qualitative model. The findings show that students with strong intrinsic motivation demonstrate higher participation and initiative, those with high self-efficacy exhibit consistent persistence in completing academic tasks, and students experiencing positive emotions engage more actively in classroom interactions. This study contributes by integrating multiple psychological factors within a single analytical framework. The findings imply that educators should foster motivation, strengthen self-efficacy, and create supportive emotional environments to enhance students’ academic engagement.

Page 2 of 2 | Total Record : 20

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