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Psychoseries, Proceeding Series Fakultas Psikologi Universitas Muhammadiyah Surabaya, is an annual publication by the Faculty of Psychology, Universitas Muhammadiyah Surabaya, dedicated to presenting high-quality research in psychology. The proceeding serves as a platform for academics, researchers, and practitioners to share innovative findings, theoretical advancements, and practical applications that address contemporary psychological issues.
Location
Kota surabaya,
Jawa timur
INDONESIA
Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Published by Universitas Muhammadiyah Surabaya
ISSN : -     EISSN : 30903165     DOI : https://doi.org/10.30651/psychoseries.v1i1
Core Subject :
The PsychoSeries Proceedings aims to contribute to the advancement of psychological science and practice by encompassing a comprehensive range of topics. These include, but are not limited to: - Educational Psychology: Investigating the role of psychological principles in learning processes and educational outcomes. - Clinical Psychology: Promoting evidence-based approaches to diagnosis, treatment, and prevention of psychological disorders. - Industrial and Organizational Psychology: Exploring psychological principles in workplace settings, including employee behavior, organizational development, and occupational well-being. - Social and Cultural Psychology: Examining psychological phenomena within diverse sociocultural contexts and their implications for understanding human behavior. * Mental Health and Psychological Well-Being: Exploring factors that influence mental health and psychological resilience in individuals and communities. - Innovations in Psychological Assessment and Intervention: Advancing methodologies and tools for psychological evaluation and therapeutic practices. By addressing these areas, the PsychoSeries Proceedings seeks to provide a platform for scholarly discourse and to foster the integration of psychological research and practice across various domains.
Arjuna Subject : -
Articles 148 Documents
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Innovation in Early Chilhood Education in the Global Era: Integration of Cultural Understanding, Psychological Insight, and Literatur Skills Nidya Chairunnisa Kusumaayu; Firyal Dewi Noffitria; Aulia Putri Andrianti; Masyitah Fildzah Luthfiyanti; Rahma Ajeng Widhanty
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28712

Abstract

Globalization demands innovation in early childhood education (PAUD) that focuses not only on cognitive aspects but also on the integration of cultural values, psychological insights, and literacy skills. This literature review aims to identify forms of early childhood education innovation that are relevant to the needs of the 21st century and encompass a multidisciplinary approach in their development. The results of the review indicate that PAUD education innovations include the use of interactive technology, local culture-based learning, socio-emotional approaches, and strengthening early literacy. The implications of this study emphasize the importance of collaboration between educators, psychologists, and cultural communities in building a sustainable and inclusive early childhood education framework.
The Phenomenon of Academic Burnout in Students: A Literature Study Andini Dwi Arumsari; Maheswari Ayu Pratiwi; Muhammad Iqbal Ramadhan; Khoirun Nisa; Ghina Ibra Syakira
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28715

Abstract

The phenomenon of academic burnout among university students has become an increasingly significant issue in modern higher education. This paper presents a literature review of 20 scholarly articles, both national and international, published between 2015 and 2024. The findings indicate that academic burnout is characterized by emotional exhaustion, depersonalization, and reduced academic achievement resulting from prolonged academic pressure. Contributing factors include individual aspects (low motivation, poor self-regulation, and maladaptive coping), social factors (lack of support from peers, family, and lecturers), and institutional factors (excessive academic workload and rigid evaluation systems). Conversely, protective factors such as academic resilience, self-efficacy, social support, and mindfulness practices can mitigate burnout risks. Academic burnout negatively affects students’ academic performance and mental health, leading to increased anxiety and depression. Therefore, university-based interventions that promote a balance between academic demands and students’ psychological well-being are essential.
LITERATURE STUDY: FAMILY INTERPERSONAL COMMUNICATION AND ITS RELATIONSHIP WITH THE DEVELOPMENT OF CHILDREN’S MENTAL HEALTH Andini Dwi Arumsari; Anthonio Rhenaldy Cristian; RR Putri Shafa Rahmania; Jihan Hanifah; Nur Azmi Azizah
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28716

Abstract

Interpersonal communication within the family is a key factor influencing children’s mental health, as through daily interactions, children learn to manage emotions, shape behaviors, and develop psychological resilience. This study aims to comprehensively review the relationship between family interpersonal communication and children’s mental health through a literature study approach. The method used is library research by examining books, articles, and national as well as international scientific journals relevant to the topics of family communication and children’s psychological well-being. The findings indicate that positive interpersonal communication quality, characterized by self-disclosure, feedback, and shared meaning, significantly contributes to enhancing children’s psychological well-being. Empathic, supportive, and emotionally validating communication strengthens secure attachment, self-confidence, emotional regulation, and resilience against stress and social pressure. Conversely, closed, authoritarian, or unempathetic communication increases the risk of mental health issues such as anxiety, depression, and dysfunctional behavior. Therefore, healthy interpersonal communication within the family serves as a fundamental foundation for developing children’s mental health and overall well-being in the future.
Self-Disclosure and Self-Confidence with TikTok Usage Intentions in Gen Z Rinanti Resmadewi; Imtihanatul Ma’isyatuts Tsalitsah; Agus Poerwanto
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28719

Abstract

Generation Z is the current generation who are accustomed to using gadgets and social media. While Tik Tok is one of the social media that is favored by teenagers. With Tik Tok, teenagers can show themselves to the public with a variety of expressions and creativity. The purpose of this study was to see whether there is a relationship between self-disclosure and self-confidence with the intention to use social media Tik Tok in generation Z. The population in this study is generation Z in the city of Surabaya who actively use Tik Tok. The sampling technique used purposive sampling, with a sample of 91 respondents. Based on the results of the multiple regression test, it shows that there is a joint relationship between self-disclosure and confidence in the intention to use TikTok in generation Z in the city of Surabaya, with a significance of 0.002 <0.05. However, if each variable is tested, the result is that the confidence variable obtains a value of p = 0.062 (p > 0.05), which means that there is no relationship between self-confidence and the intention to use TikTok.
Educational Participation and the Psychological Challenges of Adolescents in the Digital Era: A Qualitative Analysis of the East Java Education System Mayang Putri Imansari; Gaddy Indra; Muhammad Batderu Syamsi; Rena Sari; Syarif Sultan Bhanurasmi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28720

Abstract

This study examines the dynamics of adolescent educational participation in East Java amid digital transformation using a qualitative, library-based approach. Drawing on data from the Central Statistics Agency (BPS) and academic literature, the research identifies a slight yet significant decline in school participation, especially among adolescents aged 16–18. The decline is linked to economic constraints, unequal school distribution, and fluctuating learning motivation. The findings highlight that educational success should be assessed not only by enrollment numbers but also through social, psychological, and technological factors. The study advocates for a holistic educational framework that promotes equal access, digital literacy, and character development to create a more adaptive and sustainable education system.
THE ROLE OF PSYCHOLOGICAL PERSPECTIVES IN DEVELOPING LEARNERS SOCIO-EMOTIONAL COMPETENCIES: A SYSTEMATIC REVIEW Nisa Mulyana; Amelia Putri Rindiani; Tholkah Syairofi; Rendy Yogo Desayang
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28721

Abstract

 This study examines the role of psychological perspectives in developing students’ social emotional competence through a systematic review of literature published in the last five years. Findings indicate that psychology-based interventions such as emotion regulation training, empathy development, and prosocial behavior facilitation effectively enhance students’ abilities to recognize and manage emotions adaptively. These programs also improve social skills, peer interactions, and reduce anxiety levels within educational settings. Overall, the study highlights the importance of integrating psychological principles into educational practices to promote students’ well-being and sustainable social emotional growth.
Integrating Developmental and Educational Psychology for Student Well-Being and Motivation: A Systematic Literature Review (2019–2024) Sultan Aprilianno Lautan Ardin; Basudewa Sinatria; Ahmad Irfan
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28722

Abstract

This article presents a literature-based review exploring how developmental and educational psychology contribute to educational enhancement and innovation. Using a systematic literature study of 15 international and 5 national journals published between 2019 and 2024, the paper analyzes major themes including cognitive and socio-emotional development, motivation, curriculum design, inclusive education, and student well-being. Findings reveal that integrating psychological and developmental frameworks into teaching practice enhances learning motivation, student engagement, and mental health, while supporting a more holistic approach to education. However, challenges remain teachers’ limited understanding of developmental theory, lack of resources, and the gap between theory and practice. The article concludes by emphasizing the importance of professional teacher training, culturally adaptive policies, and mixed method research to validate developmental psychological interventions in various educational contexts.
The Role of Emotional Regulation in Enhancing Students’ Academic Motivation Ummi Masrufah Maulidiyah; Farrel Allysia Putri Rediyanti; Mahadewi Philothra Sacharissa Sapphira; Nisa Selfina; Shenny Syahrana Maulidia Fatihah
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28723

Abstract

This review examines how emotional regulation contributes to improving academic motivation in late adolescents. Teenagers frequently encounter emotional difficulties that can influence their engagement in learning and overall academic performance. By synthesizing findings from five recent international studies published between 2023 - 2024, the review highlights effective strategies, interventions, and developmental frameworks for managing emotions. Results suggest that adaptive techniques, including cognitive reappraisal, mindfulness, and self-control, positively impact intrinsic motivation, resilience, and academic outcomes while mitigating stress and burnout. These findings underscore the importance of emotional regulation in supporting adolescents’ psychological health and educational success. The study also stresses the need to integrate emotional regulation practices into school programs to enhance both motivation and long-term academic achievement.
QUIET STUDENTS IN THE DIGITAL EDUCATION ERA: LITERATURE ANALYSIS ON SOCIAL-EMOTIONAL CHALLENGES AND PSYCHOLOGICAL COUNSELING STRATEGIES Jannatul Ma'wa; Aisyah Maretha Putri; Dimas Aditya Syaukani; Adelia Virnanda Putri Suhadi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28727

Abstract

The phenomenon of quiet students has become increasingly evident in today’s era of digital education. The transformation from face-to-face learning to online modes has significantly influenced students’social and emotional conditions, particularly among those who are more vulnerable to social anxiety, low learning motivation, and reduced academic engagement. This study aims to explore the psychological and pedagogical factors contributing to the emergence of quiet students in digital learning contexts, as well as to formulate appropriate psychological mentoring strategies. The research employs a literature analysismethod, focusing on five recent studies related to social anxiety, learning motivation, digital literacy, andstudent engagement in online learning. The findings reveal that quiet students in digital environments often face communication barriers, low self-confidence, and a lack of emotional support from academic settings. Additional challenges arise from limited digital literacy and insufficiently interactive teaching methods. Empathic mentoring strategies grounded in Bandura’s theory of self-efficacy, Lazarus’s coping stress framework, and Goleman’s emotional intelligence model are applied to develop psychological approaches.
Teacher`s Understanding Of Psychological And Developmental Principles In Effective Istruction Ummi Masrufah Maulidiyah; Kartika Az Zahrah; Nurul Izah; Rahma Nur Nuzula; Rivuatul Hasanah
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v2i1.28728

Abstract

A teacher's deep understanding of psychological and developmental principles constitutes the essential foundation for effective instruction. This abstract discusses the critical importance of this knowledge in supporting student learning success. Psychological understanding encompasses cognitive mechanisms (such as cognitive load and memory) and motivational factors (e.g., Self-Determination Theory), enabling teachers to design learning environments and strategies that intrinsically foster student engagement. Meanwhile, developmental understanding ensures that instructional materials and expectations align with students' cognitive and socio-emotional maturity stages (Developmentally Appropriate Practice). The integration of these two knowledge bases, often termed Pedagogical-Psychological Teaching Knowledge (PPTK), allows teachers to make sound decisions, manage the classroom effectively, and implement differentiation. This study uses a literature review method, which involves examining various written sources such as books, journals, and academic reports, rather than collecting data directly from the field.

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