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Journal of Psychology and Culture Behavior in SDGs
Published by Sekolah Tinggi Agama Islam Sabilul Muttaqin mojokerto
ISSN : -     EISSN : 31101615     DOI : https://doi.org/10.63230/jopacbis.2.1
Core Subject : Education, Social,
Education Social Sciences Other
The Journal of Psychology and Culture Behavior in SDGs explores the intersection of psychology, cultural behavior, and sustainable development, providing a platform for scholarly discussions on how psychological and cultural dimensions influence human behavior in achieving the Sustainable Development Goals (SDGs). The journal welcomes research that examines theoretical frameworks, empirical studies, and practical applications relevant to psychology, culture, and sustainability. Social Psychology and Cultural Behavior examines the impact of cultural norms, values, and traditions on social behavior, psychological adaptation in multicultural settings, and the role of culture in shaping moral reasoning and ethical decision-making. Mental Health and Well-being in SDGs focuses on psychological resilience, mental health challenges in different socio-economic settings, and the influence of environmental factors on psychological well-being.
 Education and Developmental Psychology explores the role of culturally responsive teaching, cognitive and emotional learning strategies, and the psychological development of children and adolescents in diverse cultural contexts.
 Cultural Identity and Social Change analyzes the effects of globalization on cultural identity, cultural integration and migration psychology, and the role of indigenous knowledge in promoting sustainable practices.
 Environmental Psychology and Sustainable Behavior studies the psychological determinants of pro-environmental behavior, public perceptions of climate change, and strategies to promote sustainable lifestyles and ecological consciousness.
 Conflict Resolution and Social Harmony examines psychological approaches to conflict resolution in multicultural societies, the role of cultural mediation in fostering peace, and the psychology of discrimination, prejudice, and social inclusion.
 Technology, Media, and Human Behavior investigates the psychological impact of digital media, the influence of technology on cultural values and social behavior, and media’s role in shaping public perceptions of sustainability and cultural diversity.

Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 20 Documents
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Effectiveness of Digital Marketing Supporting SDGs in Indonesia: Study of the SMEs and Entrepreneurial Intention Devi Setyowati; Riza Yonisa Kurniawan; Komm Pechinthorn
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.2.68

Abstract

Objective: This research is a Systematic Literature Review (SLR) that analyzes the effectiveness of digital marketing in supporting SDGs in Indonesia, with a specific focus on the Small Medium Enterprise (SMEs) sector and the fundamental role of the entrepreneurial intentions of SMEs actors. Method: Through a rigorous process of searching, filtering, and evaluating scientific publications from leading databases, this study identifies, synthesizes, and interprets key findings regarding how the adoption and implementation of digital marketing by SMEs contribute to business performance and, in aggregate, to national economic growth. The role of the intent to strive as an important antecedent in the success of the digital adaptation of SMEs will also be explored in depth.  Results:  The results of this SLR are expected to provide a comprehensive overview of the existing research conditions, highlighting success factors and challenges, as well as identifying research gaps for future study agendas.Novelty: The implications of the policy for the government and other stakeholders are recommended to support Indonesian MSMEs in maximizing their digital marketing potential for the development of an inclusive and sustainable economy as a form of implementing the SDGs program.
Development of Learning Evaluation With Monopoly Game Media on Financial Literacy Materials: Supporting SDG 4 Quality Education and Sustainable Development Arlita Listiani; Riza Yonisa Kurniawan
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.2.70

Abstract

Objective: This study aims to develop and evaluate a Monopoly-based learning evaluation media, called EKOPOLI, to improve the financial literacy of 10th grade students at Driyorejo 1 State Senior High School. Method: This media was developed using the ADDIE model, which consists of the stages of needs analysis, design, development, implementation, and evaluation. Expert validation of the content and media indicates that EKOPOLI meets the criteria for validity and is suitable for use in learning. Results: The effectiveness of the media was tested by comparing students' learning outcomes before and after using the media, which showed a significant improvement in understanding and financial literacy skills. Additionally, the media was deemed highly practical by both teachers and students, confirming its ease of implementation and appeal in the learning process. The development of EKOPOLI also integrates sustainable development values in line with SDG 4's objectives on quality education and sustainable development. Research findings demonstrate that this Monopoly-based evaluation media is effective in enhancing understanding of financial literacy concepts and can support more engaging and contextual learning. Novelty: This study simultaneous applies the Theory of Planned Behavior (TPB) and the Thus, EKOPOLI has the potential to be widely adopted as an educational innovation that supports the achievement of quality education and the development of students' financial skills, preparing them to participate in sustainable development.
Building Future-Ready Economic Education Students at UNESA: Internship, Self-Efficacy, and Resilience in Supporting SDG 4 for Quality Education Anandita Alifya Hardiyani; Abdullah Azzam Robbani; Arina Salsabilla Haq
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.2.71

Abstract

Objective: This study investigates the influence of internship experiences and self-efficacy on the resilience of Economics Education students at Surabaya State University (UNESA), covering four study programs: Economics Education, Business Education, Accounting Education, and Office Administration Education. Method: A quantitative approach was employed, involving 173 students selected through proportionate random sampling. Instrument feasibility testing was conducted prior to questionnaire distribution using IBM SPSS 25 to assess validity and reliability. Data analysis was performed using Structural Equation Modeling (SEM) with WarpPLS 8.0. The evaluation included outer model analysis (validity and reliability), inner model analysis (path coefficients and relationships among constructs), and model fit testing (Goodness of Fit). Results: The findings reveal that internship experiences significantly enhance both self-efficacy and resilience, with self-efficacy serving as a partial mediator between the two. The most influential factors in strengthening resilience were perceived control and collaborative success during the internship. Furthermore, internships were found to contribute directly to career preparation, as students gained confidence in classroom management, adaptability, and pedagogical skills while simultaneously developing a stronger professional identity. This resilience was closely tied to the formation of professional identity, which in turn supported career readiness and increased motivation for long-term commitment to the teaching profession, thereby enhancing career retention. These results extend Bandura’s self-efficacy theory by showing how psychological resilience and professional identity together foster readiness for the demands of teaching. Novelty: The novelty of this research lies in integrating internship, self-efficacy, and resilience into a single PLS-based structural model in the context of teacher education, a comprehensive approach rarely addressed in prior studies. Theoretically, this study enriches educational psychology by highlighting the role of self-efficacy and resilience in shaping professional identity and retention. Practically, it contributes to developing effective internship strategies that prepare future teachers to be academically competent, psychologically resilient, and professionally committed. This study strongly supports SDG 4 (Quality Education) by emphasizing the importance of high-quality teacher education that builds not only technical competencies but also resilience, adaptability, and sustained professional engagement.
Determinants of High School Students’ Economic Behavior Nur Fajri Insan Islami; Komm Pechinthorn
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.3.73

Abstract

Objective: Students’economic behavior reflects how they make decisions in the economic field. Observations show that some 10th-grade students at State Senior High School 1 Menganti, Gresik, Indonesia, stikk exhibit inappropriate economic behavior due to a lack of economic literacy, especially in understanding the concept of opportunity cost. This study aims to analyze the influence of teacher competence on student economic behavior. Method: the study used a quantitative approach and correlational research with 199 tenth-grade students at State Senior High School 1 Menganti as the sample. The data were collected via questionnaires and analyzed using SEM-PLS in SmartPLS. Results: the study indicates that teacher competence has a significant positive effect on economic behavior.  The results of the study indicate the importance of teacher competence in shaping student economic  behavior. Novelty: this research has the potential to be innovative, focusing on developing research that has not been widely discussed in existing literature, which has an impact on a person’s economic behavior.
Determinants of Impulsive Buying Among Students: Implications for Responsible Consumption and Sustainable Development Handini Retnowati; Arina Salsabilla Haq
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.3.82

Abstract

behavior among university students, focusing on low self-control, social networking impulsivity, and positive attitudes toward targeted advertising in Generation Z students in Indonesia. Method: The approach used is nvolving simple random sampling of 174 students from the Education Program at the Faculty of Economics and Business, Universitas Negeri Surabaya. Data were collected using a five-point Likert scale questionnaire, adapted from prior studies, and analyzed through Structural Equation Modeling (SEM-PLS) to assess direct and mediating effects. Results: The findings indicate that low self-control significantly affects impulsive buying both directly and indirectly through social networking impulsivity. While low self-control also influences positive attitudes toward targeted advertising, these attitudes do not mediate impulsive buying. Furthermore, social networking impulsivity significantly mediates the relationship between low self-control and impulsive buying, highlighting the dominant role of social media-related impulsivity. Novelty: This study offers an integrated perspective by simultaneously examining low self-control, social networking impulsivity, and attitudes toward targeted advertising in Indonesian Gen Z students. It extends the Theory of Planned Behavior (TPB) by demonstrating that, in the digital consumption context, attitudes may not always act as effective mediators, whereas social media-related impulsivity is crucial. The findings provide both theoretical contributions and practical guidance for improving students’ digital economic literacy and managing impulsive buying behavior responsibly.
Proportion of Amotivation Learning Students Who Work and do not Work on Academic Achievement Fany Della Utari; Ardhita Eko Ginanjar
Journal of Psychology and Culture Behavior in SDGs Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.1.3.104

Abstract

Objective: This research aims to analyse the differences in Grade Point Average (GPA) between students who study while working and those who do not, their level of amotivation, and the interaction of employment status with amotivation among economics education students at Universitas Negeri Surabaya. Method: This research is a comparative quantitative study using simple random sampling on economics education students from the fifth to the seventh semester, with a total of 177 students. The analysis technique uses Chi-Square and Odds Ratio with the assistance of SPSS software. Results: Research results indicate that there is no difference in the proportion of academic achievement risk between students who work and those who do not. However, there is a difference in the proportion of risk to academic achievement between students with high and low levels of amotivation. Students with high amotivation are more likely to experience a decline in academic achievement. Meanwhile, no difference was found in the proportion of risk to academic achievement between students who work and have high amotivation and students who do not work and have low amotivation. These findings suggest that the amotivation factor has a stronger influence on academic achievement than whether or not a student works. Novelty: The combination of two contexts, namely the employment status of students and amotivation towards academic achievement, represents a conceptual innovation and focuses on economics education students who have never been studied before. This provides a broader contribution.
Why is Education Improving? An Economic and Poverty Investigation of Average Length of Schooling in the Context of SDG 4 (Quality Education) in East Java 2015-2024 Rohmatul Insaniyah; Muhammad Abdul Ghofur; Heny Musfida; Dhiah Fitrayati; Dani Dwi Saputra
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.114

Abstract

Objective: The low quality of education in Indonesia ranks 12th out of 12 countries in Asia according to a survey by PERC, and East Java Province is still below the mandatory 9-year education standard based on data from BPS of 8.69 years in 2024. Therefore, this study aims to analyze the effect of Gross Regional Domestic Product (GRDP) and poverty levels on the average length of schooling in East Java Province during the period 2015–2024. Method: The method used in this study is multiple linear regression or Ordinary Least Square (OLS) analysis through SPSS to see the relationship between the two economic variables and the community's educational attainment. The data used is secondary data from the Central Statistics Agency, which covers regional educational development and economic conditions.  Results: The results show that GRDP and poverty levels simultaneously have a significant effect on average length of schooling, with an explanatory contribution of 76%. However, partially, both variables have a negative effect, indicating that economic growth is not yet evenly distributed and poverty remains an obstacle to improving education. This study is expected to provide input for local governments in formulating policies to improve the quality of education. Novelty: The novelty of this study lies in the analysis of the partial and simultaneous effects of two major economic factors on education indicators at the regional level, which has not been empirically studied much previously. Therefore, this study supports SDG 4 (Quality Education) by ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
Economic Inequality and Human Development within the Framework of SDG 1 (No Poverty): The Impact of Poverty and Unemployment on the Human Development Index in West Papua (2015–2024) Citra Marta Ayunda; Muhammad Abdul Ghofur; Harminingsih Harminingsih
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.117

Abstract

Objective: West Papua, despite its rich natural resources, continues to experience a gap between economic growth and community welfare, as the quality of life of its residents has not fully improved. This study aims to analyze the effect of the open unemployment rate (OUR) and poverty rate on the Human Development Index (HDI) in West Papua Province during 2015–2024. Method: This research uses secondary data obtained from the West Papua Central Statistics Agency (BPS). Data analysis was performed using multiple linear regression with IBM SPSS Statistics software to test both partial and simultaneous effects. Results: The t-test results show that the open unemployment rate has a positive but insignificant effect on HDI (sig. 0.928 > 0.05), while the poverty rate has a negative and significant effect (sig. 0.001 < 0.05). The F-test confirms a significant simultaneous effect (F count = 16.042; sig. 0.002). The coefficient of determination (R²) of 0.821 indicates that 82.1% of HDI variation is influenced by OUR and poverty, while the remaining 17.9% is affected by other factors. These findings show that poverty is the most dominant factor influencing human development in West Papua. Novelty: The novelty of this study lies in its empirical focus on an under-researched region and its contribution to integrating local development issues with the global Sustainable Development Goals (SDG) framework, particularly SDG 1 (No Poverty), offering valuable insights for inclusive policy formulation.
Profile of the Problem-Based Learning Model Assisted by ELTRA to Strengthen Students’ Problem-Solving Skills in Support of SDG 4: Quality Education Nurul Muawiyah; Elvia Reza Lutfiani; Nofri Hidayatin; Siska Agustin Sha Hareni; Dhea Wanda Irani; Binar Kurnia Prahani
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.119

Abstract

Objective: This study aims to analysed senior high school students’ physics problem-solving skills on the topic of Light Waves as a basis for implementing a Problem-Based Learning (PBL) model assisted by a digital book (ELTRA) in supporting SDG 4: Quality Education. Method: The research employed a qualitative descriptive design using a preliminary survey approach. Data were collected through problem-based essay tests, student response questionnaires, and teacher interviews. The participants were 104 eleventh-grade students from three science classes at MAN 2 Gresik. Students’ test results were analysed using qualitative descriptive analysis based on five indicators of problem-solving skills: visualizing the problem, describing physics concepts, planning solutions, executing plans, and evaluating results. Results: The findings revealed that most students demonstrated low problem-solving skills. A total of 102 students were categorized at a low level (scores 0–40), only two students reached the moderate category (scores 41–70), and none achieved a high level (scores 71–100). These results indicate that students experience difficulties in applying structured problem-solving steps, particularly in planning and executing solutions. Novelty: This study provides an empirical problem-solving profile as a foundational need analysis for developing a PBL model integrated with an ELTRA digital book, specifically designed to support structured physics problem-solving skills and align physics learning innovation with the objectives of SDG 4.
Profile of the Problem-Based Learning Model Assisted by E-THERM to Strengthen Students’ Problem-Solving Skills in Support of SDG 4: Quality Education Nofri Hidayatin; Nurul Muawiyah; Siska Agustin Sha Hareni; Elvia Reza Lutfiani; Dhea Wanda Irani; Binar Kurnia Prahani
Journal of Psychology and Culture Behavior in SDGs Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jopacbis.2.1.120

Abstract

Objective: The purpose of this study is to analyze the problem-solving abilities of 11th-grade students at State Senior High School 1 Sidoarjo on the topic of temperature and heat as a foundation for implementing a digital book-assisted Problem-Based Learning (PBL) model. Method: This study employed a descriptive quantitative approach in the form of preliminary research involving 105 students selected through purposive sampling. Data were collected using essay tests based on Heller’s five problem-solving indicators, a Likert-scale questionnaire, and teacher interviews, and were analyzed descriptively to examine students’ initial abilities and readiness for digital book-assisted PBL implementation. Results: The findings show that 62.9% of students were categorized as having fair problem-solving abilities, 32.4% were in the poor category, and no students reached the good or very good categories. The physics description indicator was the most mastered aspect, while students’ abilities declined starting from the plan-a-solution indicator, indicating difficulties in systematically applying physics concepts to problem-solving. Novelty: This study provides empirical evidence on students’ readiness for implementing a digital book-assisted PBL model in physics learning, highlighting specific weaknesses in problem-solving indicators that can be addressed through the integration of digital learning resources within the PBL framework.

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