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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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THE INFLUENCE OF ACADEMIC EXPECTATIONS ON MINDFUL PARENTING Intan Indah Elora Valentina; Setyaningsih
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.v1i1.28746

Abstract

Madura is an island that forms part of East Java Province, Indonesia. One of its administrative regions, Bangkalan Regency, exhibits a fluctuating pattern of migration each year, both within the country (intercity and inter-regency) and internationally. The region consistently records a significantly negative net migration rate on an annual basis. Parents who migrate and live-apart from their children often entrust their childcare responsibilities to grandparents or other relatives. Children who experience prolonged separation from their parents are more likely to encounter psychological and academic difficulties. Everyparent holds aspirations for their children’s future. Among these aspirations is academic expectation, which refers to parents’ hopes and ambitions regarding their children’s academic achievement and career success. These expectations are often reflected in parents’ child-rearing practices. One effective approach to parenting that can help actualize these expectations is mindful parenting, a parenting style that emphasizes awareness, presence, and conscious attention in guiding children’s development.
Character Education through Innovative Stories in Early Childhood Leolita Puspitasari; Dhian Sitorukmi; Maghfira Kurnia Fajri; Moh Solehhudin
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.v1i1.28747

Abstract

Character education is considered crucial starting in early childhood because it is an educational process aimed at developing values, attitudes, and behaviors that reflect noble morals or noble character. Early childhood, or what psychologists call the golden age, is proven to be crucial for children's ability to develop their potential. Therefore, in children's character education, storytelling can be used to shape and develop it. This study aims to describe the application of character education through innovative stories in early childhood. The research method used is descriptive qualitative, with data collection techniques through observation and review of previous research. The results of the study indicate that the application of innovative stories is effective in instilling character values ​​in children. Teachers act as facilitators in guiding children's moral understanding through reflective activities after the story is presented. Thus, innovative stories can be an effective educational strategy in character formation in early childhood.
PSYCHOLOGICAL AND ETHICAL PERSPECTIVES ON VIOLENCEBASED DISCIPLINARY ACTION IN SCHOOLS Wajid Nail Jayyid Almahdi; Muhammad Maulana; Musdalifah Adilah; Sri Rahayu Ningsih
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.v1i1.28748

Abstract

Psychological and Ethical Perspectives on Violence-Based Disciplinary Practices in Schools. Violence in student discipline remains an ethical and psychological concern in Indonesian schools. Teachers often enforce discipline through physical or verbal punishment, which harms students’ emotional well-being and violates professional ethics. This study applied a systematic literature review by analyzing 10 articles published between 2015-2024 from national and international databases. The review identified four key themes: ethical dilemmas in school discipline, psychological impacts of violence on students, teachers’ emotional regulation gaps, and the need for empathy-based non-violent discipline. It concludes that violence-based discipline contradicts character education and humanistic values. A paradigm shift toward humanistic discipline through ethical literacy and emotional intelligence training for teachers is urgently needed.
GLOBAL TRENDS IN ADOLESCENT DEVELOPMENT AND THEIR IMPACT ON ISLAMIC EDUCATION SYSTEMS: A PSYCHOEDUCATIONAL REVIEW AND PROGRESSIVE ISLAMIC VALUES PERSPECTIVE Imtihanatul Ma'isyatuts Tsalitsah -; Muhammad Wahid Nur Tualeka; Carlos Lazaro Prawirosastro
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.v1i1.28749

Abstract

The acceleration of globalization and advancements in digital technology have brought significant changes to the lives of adolescents worldwide. Today’s youth grow up in a social context that is no longer confined to their local environment but is shaped by cross-cultural interactions, global information flows, and digital social dynamics. These shifts directly affect how adolescents think, learn, interact, and develop their identities. This article aims to identify key global trends in adolescent development and analyze their implications for education systems, while emphasizing the importance of integrating Islam berkemajuan (progressive Islamic values) as a moral and spiritual foundation to address global challenges. The study employs a systematic literature review of scientific publications, international organizational reports, and global education policies published between 2015 and 2025. The findings highlight five major global trends influencing adolescent development: digitalization and social media, cross-cultural openness, environmental awareness and social activism, increasing mental health issues, and changes in learning patterns and global identity formation. These trends have significant implications for education systems, including the need for adaptive curricula, enhanced digital literacy, transformation of educators’ roles, and the strengthening of character education. The integration of progressive Islamic values, as reflected in Qur’an Surah Al-Qashash [QS. Al-Qashash: 77], serves as a crucial strategy to maintain balance between global advancement and the development of noble character. This article recommends strengthening collaboration between educators, policymakers, and communities to respond to global challenges through holistic, contextual, and spiritually grounded education.
THE RELATIONSHIP BETWEEN PEER PRESSURE AND SELF-ESTEEM IN ADOLESCENTS Levina Nailah; Novca Rahmadani; Aidah Icha; Alfi Ziyana; Novi Noerhayati; Ummi Masrufah Maulidiyah
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.v1i1.28750

Abstract

Adolescence is a period of significant transition marked by rapid changes in the body, emotions, and social life. During this time, adolescents face many challenges such as academic stress, peer pressure, family conflicts, and social demands, all of which can affect their mental health and overall well-being (Stecz et al., 2020; Kaur et al., 2022). Peer pressure is a major factor that can lead to risky behavior, social isolation, and low self-esteem (Helfert & Warschburger, 2013; Blakemore, 2019; Chung et al., 2021). Self-esteem plays an important role in helping adolescents cope with social and emotional pressures. Adolescents with high self-esteem typically have a positive view of themselves and life, while those with low self-esteem are more likely to feel anxious, depressed, and helpless (Marsh et al., 2004; Das et al., 2016; Peng et al., 2021; Preston & Rew, 2022). Therefore, understanding the relationship between peer pressure and self-esteem is important for comprehensively supporting adolescents' mental health.
DIFFERENCES IN PSYCHOLOGICAL WELL-BEING OF ADOLESCENTS REVIEWED BY EDUCATIONAL FACTORS: A COMPARATIVE STUDY BETWEEN MARGINALIZED AND CENTRALIZED GROUPS IN INDONESIA Andini Dwi Arumsari; Amirul Haq Al Amin; Takdir Auladi; Maulana Andarru Bayu Saputra; Moch Nabiel Makariem
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.v1i1.28751

Abstract

This study aims to compare the psychological well-being of Indonesian adolescents in terms of educational factors, specifically between marginalized and centralized groups. Using a qualitative approach with a literature review design (Snyder, 2019), this study analyzed 35 scientific publications and institutional reports. The synthesis results indicate that unequal access and quality of education creates gaps in the fulfillment of basic psychological needs (autonomy, competence, relatedness) (Ryan & Deci, 2000) and widens the gap in cultural capital (Bourdieu, 2011). Centralized adolescents demonstrate more stable well-being, excelling in the dimensions of autonomy and personal growth, supported by adaptive learning environments (Asih et al., 2024). Meanwhile, marginalized adolescents exhibit fluctuating well-being, weak in self-acceptance and environmental mastery (Fazny et al., 2022). The resilience of marginalized groups is more defensive and community-based (collective coping), rather than psychological growth (flourishing).  This study concludes that education functions as an important psychosocial mechanism that determines the psychological development of adolescents, so that inclusive education policies that are sensitive to psychological aspects are needed to create psychological justice.
THE RELATIONSHIP BETWEEN PARENTAL SUPPORT AND HIGH SCHOOL STUDENTS’ LEARNING MOTIVATION Nur Lailiah; Ayesha Fayasha Salsabila; Muhammad Roshin Anwar; Arman Kusumadika
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.v1i1.28754

Abstract

This study aims to examine the relationship between parental support and students' learning motivation in high schools in Indonesia. This study is a literature review based on local studies that examine the influence of emotional, informational, and instrumental parental support on students' academic motivation. The results show that students who receive adequate parental support tend to have higher self-confidence, persistence, and enthusiasm for learning. Emotional support strengthens students' self-esteem, while informational and instrumental support help build a disciplined and structured learning environment. Therefore, active parental involvement plays a crucial role in improving the learning motivation and academic achievement of high school students in Indonesia.
FROM ANXIETY TO HARSH WORDS: A STUDY OF ACADEMIC ANXIETY AND VERBAL AGGRESSIONS ON SOCIAL MEDIA AMONG STUDENST Naurah Kinantan Abdillah; Belva Nur Nabila; Azeimul Kubro; Zahra Agusticia; Wiwik Juwarini Prihastiwi
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.v1i1.28758

Abstract

This study aims to determine the relationship between academic anxiety and verbal aggression on social media among university students. The method used was a quantitative approach with a correlational design. There were100 randomly selected students as respondents. The instruments used in this study were two psychological scales, namely the academic anxiety scale and the verbal aggression scale on social media, each consisting of 10 itemsusing a 4-point Likert scale. The results of Pearson's correlation analysis showed a coefficient value of r = 0.324with a significance of p =0.001 (p < 0.05), which means that there is a positive and significant relationship between academic anxiety and verbal aggression on social media. These findings indicate that the higher the level of academic anxiety, the greater the tendency for students to exhibit verbally aggressive behavior on social media. The percentage of verbalaggression was very low at 9%, low at 18%, moderate at 48%, high at 16%, and very high at 9%.
The Dilemma of Students in the Age of AI: Analysis of the Effects of ChatGPT Use and Academic Procrastination Maheswari Ayu Pratiwi; Wiwik Juwarini Prihastiwi
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.v1i1.28759

Abstract

The development of artificial intelligence (AI) has changed the way students interact with academic processes, especially through the use of Generative AI such as ChatGPT. This study aims to analyze the relationship between the intensity of ChatGPT use and the level of academic procrastination among students. The study used a descriptive quantitative approach with accidental sampling of 100 students at Muhammadiyah University Surabaya. The research instruments were the ChatGPT Usage Scale, adapted from the academic technology usage intensity scale, and the Procrastination Assessment Scale for Students (PASS) version by Jannati (2020). The analysis results show a significant positive relationship between ChatGPT usage and academic procrastination (r = 0.646; p < 0.001), with an effective contribution of 41.7% (R² = 0.417). This indicates that the higher the intensity of ChatGPT usage, the higher the tendency to delay academic tasks.
INTERPERSONAL COMMUNICATION OF STUDENTS: SKILLS, MENTAL WELL-BEING, AND DIGITAL CHALLENGES Nur Aisyah Muliana; Vania Anggraini; Hendriyan DwiTitus M; Mochammad Naufal Putra A
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.v1i1.28764

Abstract

Interpersonal communication is a fundamental skill that plays a crucial role in supporting students’ academic success and mental well-being. This study aims to comprehensively analyze the effectiveness of psychoeducational interventions, the dynamics of interpersonal communication in higher education, and the influence of digital technology and artificial intelligence on students’ social relationships. A comprehensive synthesis approach was employed by integrating intervention studies, systematic literature reviews, and experimental research. The findings reveal that psychoeducational training significantly enhances students’ resilience and emotional regulation, which subsequently improves interpersonal communication skills. Highquality interpersonal relationships—characterized by empathy and communication clarity—positively contribute to learning motivation and academic satisfaction. Meanwhile, the use of digital technology and smart replies accelerates communication but may reduce the perceived authenticity of interactions. Furthermore, a strong correlation was found between communication competence and students’ mental health. This study emphasizes the importance of integrating interpersonal communication training into the curriculum, promoting critical digital literacy, and maintaining a balance between online and offline communication to strengthen authentic and meaningful social relationships in higher education.

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