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Didactum
Published by Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
ISSN : -     EISSN : 3163625X     DOI : 10.30983/didactum
Core Subject : Religion, Science, Education,
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other
Didactum: Journal of Educational Innovation and Learning Studies publishes peer-reviewed articles on teaching and learning innovation. It welcomes original research that advances educational theory and practice in Islamic and general education. The scope of the journal includes, but is not limited to: Educational Innovation & Learning Studies: innovative approaches in teaching and learning, classroom improvement, and contemporary educational practices. Learning Theories & Pedagogical Studies: theoretical and applied studies on learning processes, pedagogical models, and didactic perspectives. Curriculum Development: curriculum design, implementation, review, and improvement in formal and non-formal education. Teaching Strategies & Methodologies: effective instructional strategies, active learning methods, and classroom practices across disciplines. Educational Assessment & Evaluation: assessment models, learning evaluation, academic measurement, and quality assurance in education. Islamic & General Education Contexts: studies addressing both Islamic education and broader general education in diverse learning environments. Educational Technology: digital learning, technology-enhanced instruction, e-learning, media innovation, and ICT integration in education. Student and Collaborative Research in Education: scholarly contributions from undergraduate, master’s, and doctoral students, including collaborative research with academic staff. Instructional Design: planning, development, and implementation of learning systems, materials, and instructional frameworks.
Arjuna Subject : Umum - Umum
Articles 494 Documents
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Nilai-Nilai Pendidikan Akhlak Dalam Animasi Riko The Series Season 2: Suatu Studi Dokumenter Weni Fitria; Deswalantri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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The rapid development of animated cartoons in digital media is not always accompanied by the integration of moral education values, potentially influencing children's behavior, including emotional instability and aggressive tendencies. Although previous studies have examined character-building values in animation, limited research has specifically categorized moral education values using semiotic indicators in children's digital learning media. This study aimed to identify and analyze moral education values related to relationships with God, oneself, others, and nature in Riko The Series Season 2. A qualitative approach was employed using documentary study and content analysis methods. Data were collected through non-participant observation and documentation of five selected episodes (Episodes 11, 15, 16, 17, and 20) considered rich in moral dilemmas relevant to early childhood education. Data analysis involved data reduction, data display, and conclusion drawing. The findings revealed that Riko The Series effectively functions as an educational digital medium by embedding moral values such as respect for parents, mutual assistance, patience, cleanliness, trustworthiness, honesty, humility, and gratitude. These findings suggest that structured digital animation can be optimized as an alternative medium for strengthening character education and Islamic values among children in the digital era.
From Microteaching to Field Practice: Student Perceptions of Teaching Readiness Indah Mutia Rahim.RY; Reflinda; Veni Roza; Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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This study was motivated by several challenges in microteaching implementation, including limited practice time, difficulties in classroom management, nervousness, and challenges in mastering teaching skills comprehensively. The study aimed to investigate eighth-semester English Education students’ perceptions of microteaching as preparation for teaching skills. A mixed-methods approach was employed in two stages. The quantitative phase involved a closed-ended questionnaire consisting of 15 statements administered to 83 students from the 2021 cohort. The qualitative phase involved semi-structured interviews with 10 participants to enrich and explain the quantitative findings. Quantitative results indicated highly positive perceptions of reinforcement skills (91.6%) and explanation skills (90.3%). However, lower perceptions were found in classroom management, with only 56.6% of students feeling capable, and in creative variation skills, with 60.3% reporting difficulties. Qualitative findings revealed that students were generally able to apply structured teaching techniques but experienced challenges in adapting to real classroom situations. A notable gap was identified between students’ awareness of the importance of questioning skills (96.3%) and their practical ability to implement them effectively (45.8% still experienced difficulties). The study concludes that microteaching provides a strong foundation for developing teaching skills but requires greater emphasis on practical adaptation and creativity to enhance overall teaching readiness.
The Effect of Using Peer Tutoring Technique on Students’ Writing Ability in Narrative Text at the Tenth Grade of SMAN 1 Pasaman Yolanda Apri Zenna; Eliza; Veni Roza; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Peer tutoring is a cooperative learning technique that involves students as both tutor and tutee. This technique enables students to enhance their writing abilities through collaborative discourse, feedback, and reflection. Writing remains a major challenge for many tenth grade students at SMAN 1 Pasaman. Based on preliminary observation, students experienced difficulties in generating and organizing ideas, using appropriate verb tenses, and developing coherent narrative texts. In addition, many students were less confident and passive during the writing process, which resulted in writing scores that were still below the Minimum Learning Achievement Criteria (KKTP). Therefore, this study aims to determine how peer tutoring give effect on students' narrative text writing ability at the tenth grade of SMAN 1 Pasaman. The research used a quantitative quasi experimental design with pretest and posttest. The population consisted of tenth grade students and cluster random sampling was applied. Data were collected through a narrative writing test. The findings show that peer tutoring significantly effect for students’ writing ability, as indicated by the increase in the experimental class’s mean score (72.31) compared to the control class (59.92). Statistical analysis using an independent samples t-test also revealed a significant difference between the two groups (sig. 0.002 < 0.05). Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, indicating that peer tutoring significantly affected students’ writing ability. In conclusion, peer tutoring is more effective than traditional teaching techniques in enhancing students’ writing ability.   Abstrak Peer tutoring merupakan teknik pembelajaran kooperatif yang melibatkan siswa sebagai tutor dan tutee. Teknik ini memungkinkan siswa meningkatkan kemampuan menulis melalui diskusi kolaboratif, umpan balik, dan refleksi. Menulis masih menjadi tantangan utama bagi banyak siswa kelas X di SMAN 1 Pasaman. Berdasarkan observasi awal, siswa mengalami kesulitan dalam menghasilkan dan mengorganisasi ide, menggunakan bentuk waktu (tenses) yang tepat, serta mengembangkan teks naratif yang koheren. Selain itu, banyak siswa kurang percaya diri dan pasif selama proses menulis, sehingga nilai menulis mereka masih berada di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh peer tutoring terhadap kemampuan menulis teks naratif siswa kelas X di SMAN 1 Pasaman. Penelitian ini menggunakan desain kuantitatif quasi eksperimen dengan pretest dan posttest. Populasi penelitian terdiri atas siswa kelas X dan teknik cluster random sampling digunakan dalam pengambilan sampel. Data dikumpulkan melalui tes menulis teks naratif. Hasil penelitian menunjukkan bahwa peer tutoring memberikan pengaruh yang signifikan terhadap kemampuan menulis siswa, yang ditunjukkan oleh peningkatan nilai rata-rata kelas eksperimen (72,31) dibandingkan dengan kelas kontrol (59,92). Analisis statistik menggunakan independent samples t-test juga menunjukkan adanya perbedaan yang signifikan antara kedua kelompok (sig. 0,002 < 0,05). Dengan demikian, hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak, yang berarti bahwa peer tutoring berpengaruh signifikan terhadap kemampuan menulis siswa. Kesimpulannya, peer tutoring lebih efektif dibandingkan teknik pengajaran tradisional dalam meningkatkan kemampuan menulis siswa.
The Effect Of Using Double-Entry Diaries Strategy On Students Reading Comprehension At Eleventh Grade Of SMAN 8 Mandau Siti Rahma; Elsi Amiza; Irwandi; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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This research aims to investigate the impact of using the double-entry diaries strategy on students reading comprehension at eleventh grade of SMA 8 Mandau. The researcher found that students lacked the ability to understand the texts they read; they struggled to find specific information, make inferences from the implied information in text, and determine the main idea. This research employed a quasi-experimental design to compare an experimental class and a control class. The samples used were class XI.2a as the experimental class and class XI.1a as the control class. The results of reading comprehension test before and after treatment were used to collect data. this research was used Paired sample t-test supported the first hypothesis, with a significant effect (8,500) higher than (1.690) for 35 df in reading comprehension. The independent sample t-test also supported the second and third hypotheses, with (2.472) higher than (1.997) for 0,025 significant. The researcher concluded that the using of the double-entry diaries strategy significantly effect on students reading comprehension at eleventh grade of SMAN 8 Mandau. Students who were taught by using the double-entry diaries strategy showed improved reading comprehension compared to students who were not taught by using the double-entry diaries strategy. The use of double-entry diaries as a teaching tool improved the reading comprehension of English class students. Key words: Double-Entry Diaries Strategy, Reading Comprehension, Quasi-Experimental Desaign.
Pengaruh Metode Plugged-In Learning Terhadap Hasil Belajar Siswa pada Mata Pelajaran Informatika Nuraisyah; Supriadi; Muhammad Aslim
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa kelas XII pada mata pelajaran Informatika di SMA Negeri 1 Banuhampu, yang ditunjukkan oleh banyaknya siswa yang belum mencapai Kriteria Ketuntasan Minimal. Permasalahan tersebut disebabkan oleh penggunaan metode pembelajaran konvensional dan terbatasnya pemanfaatan media pembelajaran berbasis digital, sehingga mengakibatkan rendahnya partisipasi siswa dan kesulitan dalam memahami materi. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh metode Plugged-In Learning terhadap hasil belajar siswa pada mata pelajaran Informatika. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi eksperimen dan desain Pretest–Posttest Control Group Design. Populasi penelitian berjumlah 168 siswa, dengan sampel dua kelas yaitu kelas eksperimen dan kelas kontrol yang masing-masing terdiri dari 34 siswa. Data dikumpulkan melalui instrumen pretest dan posttest. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan uji Independent Samples t-Test. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol dengan selisih rata-rata 15,265 yang lebih tinggi pada kelas eksperimen. Hasil uji hipotesis menunjukkan nilai signifikansi 0,000 < 0,05 yang berarti bahwa metode Plugged-In Learning berpengaruh signifikan terhadap hasil belajar siswa. Implikasi penelitian ini adalah bahwa Plugged-In Learning dapat menjadi alternatif metode pembelajaran yang efektif dalam meningkatkan keterlibatan dan hasil belajar siswa pada pembelajaran Informatika. Kesimpulannya, metode Plugged-In Learning terbukti secara signifikan meningkatkan hasil belajar siswa dibandingkan metode pembelajaran konvensional.   Abstract This study was motivated by the low learning outcomes of Grade XII students in Informatics at SMA Negeri 1 Banuhampu, as indicated by many students who had not achieved the Minimum Learning Criteria. This problem was associated with conventional teaching methods and limited use of digital-based instructional media, which resulted in low student participation and difficulties in understanding learning materials. Therefore, this study aimed to examine the effect of the Plugged-In Learning method on students’ learning outcomes in Informatics. The research employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The population consisted of 168 students, with two classes selected as samples, namely an experimental class and a control class, each consisting of 34 students. Data were collected using pretest and posttest instruments. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and Independent Samples t-Test. The findings revealed a significant difference in learning outcomes between the experimental and control classes, with a mean difference of 15.265 in favor of the experimental class. The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the Plugged-In Learning method had a significant positive effect on students’ learning outcomes. The implication of this study is that Plugged-In Learning can be an effective alternative instructional method to enhance student engagement and improve learning outcomes in Informatics education. In conclusion, the Plugged-In Learning method significantly improves students’ learning outcomes compared to conventional learning methods.
Pengaruh Media Pembelajaran Jawab Soal Dadu Warna Terhadap Pemahaman Siswa Dalam Pembelajaran Pendidikan Agama Islam (PAI) Di SMP Negeri 7 Sawahlunto Zahrah Harirah; Deswalantri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Low student understanding in Islamic Religious Education remains a challenge, as many students have not achieved the established Learning Objective Achievement Criteria. This condition is partly caused by the dominance of conventional lecture methods, which tend to make students passive and less engaged in the learning process. This study aimed to examine the effect of the colored dice Q&A game as a learning medium on students’ understanding of Islamic Religious Education. A quantitative approach with a quasi-experimental design was employed. The experimental class was taught using the colored dice Q&A game, while the control class received conventional instruction. Data were collected through pretests and posttests and analyzed using normality, homogeneity, and independent sample t-tests. The results showed a significant effect of the colored dice Q&A game on students’ understanding, indicated by a t-value of 4.446 and a significance value of 0.000 (p < 0.05). In addition, the experimental class achieved a higher posttest mean score than the control class. These findings indicate that the colored dice Q&A game is effective in improving students’ understanding of Islamic Religious Education and can serve as an interactive and innovative learning medium in classroom instruction.
Pengaruh Self Compassion terhadap Kesejahteraan Psikologis Mahasiswa Adilah Yenita; Linda Yarni
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Mahasiswa pada masa dewasa awal sering menghadapi tekanan akademik, sosial, dan personal yang dapat berdampak negatif terhadap kesejahteraan psikologis mereka. Dalam konteks pendidikan tinggi, kesejahteraan psikologis menjadi isu penting karena berkaitan dengan stabilitas emosional, keberhasilan akademik, dan kemampuan penyesuaian sosial mahasiswa. Salah satu faktor psikologis internal yang dinilai mampu memperkuat kesejahteraan psikologis adalah self-compassion. Namun, kajian empiris mengenai pengaruh self-compassion terhadap kesejahteraan psikologis mahasiswa, khususnya pada mahasiswa Bimbingan dan Konseling, masih terbatas. Oleh karena itu, penelitian ini bertujuan untuk menganalisis pengaruh self-compassion terhadap kesejahteraan psikologis mahasiswa Bimbingan dan Konseling di UIN Sjech M. Djamil Djambek Bukittinggi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain asosiatif yang melibatkan 221 mahasiswa sebagai responden. Data dikumpulkan menggunakan angket skala Likert yang telah diuji validitas dan reliabilitasnya. Analisis data dilakukan menggunakan SPSS versi 26 melalui uji normalitas, uji linearitas, analisis regresi linear sederhana, serta uji koefisien determinasi. Hasil penelitian menunjukkan bahwa tingkat self-compassion dan kesejahteraan psikologis mahasiswa berada pada kategori sedang. Analisis regresi menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05) dengan nilai koefisien determinasi (R²) sebesar 0,747, yang berarti self-compassion memberikan kontribusi sebesar 74,7% terhadap kesejahteraan psikologis mahasiswa. Temuan ini membuktikan bahwa self-compassion berpengaruh positif dan signifikan terhadap kesejahteraan psikologis. Penelitian ini memberikan kontribusi dalam pengembangan intervensi psikologis di lingkungan perguruan tinggi melalui penguatan self-compassion sebagai strategi untuk meningkatkan kesejahteraan psikologis mahasiswa. Dengan demikian, dapat disimpulkan bahwa self-compassion memiliki pengaruh signifikan terhadap kesejahteraan psikologis mahasiswa.   Abstract Students in early adulthood frequently encounter academic, social, and personal pressures that may negatively influence their psychological well-being. In higher education settings, psychological well-being has become an important issue because it affects students’ emotional stability, academic performance, and social adjustment. One of the internal psychological factors considered capable of strengthening psychological well-being is self-compassion. However, empirical studies examining the influence of self-compassion on students’ psychological well-being, particularly among Guidance and Counseling students, remain limited. Therefore, this study aimed to investigate the effect of self-compassion on the psychological well-being of Guidance and Counseling students at UIN Sjech M. Djamil Djambek Bukittinggi. This study employed a quantitative associative research design involving 221 students as respondents. Data were collected using Likert-scale questionnaires that had previously undergone validity and reliability testing. Data analysis was carried out using SPSS version 26 through normality and linearity tests, simple linear regression analysis, and coefficient of determination testing. The findings revealed that both self-compassion and psychological well-being were categorized at a moderate level. Furthermore, the regression analysis demonstrated a significance value of 0.000 (p < 0.05) and a coefficient of determination (R²) of 0.747, indicating that self-compassion contributed 74.7% to students’ psychological well-being. These findings confirm that self-compassion has a positive and significant effect on psychological well-being. The study contributes to the development of psychological interventions in higher education by emphasizing the importance of strengthening self-compassion as a strategy to improve students’ psychological well-being. In conclusion, self-compassion significantly influences students’ psychological well-being.
Perancangan Sistem Pendukung Keputusan Pemilihan Penerima Beasiswa Dengan Metode Analytical Hierarchy Process (AHP) Di MTsN 6 Agam Uut Amara; Liza Efriyanti; Hari Antoni Musril; Riri Okra
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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This study was motivated by the fact that scholarship recipient data management at MTsN 6 Agam is still conducted manually, resulting in slow data entry, administrative delays, and a high potential for errors in student data processing. The purpose of this study is to design a decision support system for selecting scholarship recipients using the Analytical Hierarchy Process method, which is valid, practical, and effective. The research method used is Research and Development with a waterfall development model, which includes the stages of communication, planning, modeling, construction, and implementation. The research data consists of prospective scholarship recipients evaluated based on criteria such as economic conditions, academic achievement, parental financial obligations, and other supporting factors. The system design was carried out using the Unified Modeling Language and database design, then implemented in the form of software. System testing was conducted using black-box testing. The research results indicate that the developed system has a validity level of 0.92 (highly valid), a practicality level of 0.98 (highly practical), and an effectiveness level of 0.87 (effective). The application of the Analytical Hierarchy Process method was able to improve the accuracy and speed of the selection process compared to manual methods and reduce the potential for errors in decision-making. Thus, the developed system is suitable for use as a tool to support the selection of scholarship recipients at MTsN 6 Agam.
An Analysis of Pedagogical Competence of Non-English Teacher in Teaching English at MTsT Simanau Rofika Wahyuni; Eliza; Widya Syafitri; Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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This study investigates the pedagogical competence of a non-English teacher assigned to teach English at MTsT Simanau. The research was motivated by the reality that schools in rural areas often face a shortage of qualified English teachers, resulting in teachers from different academic backgrounds being asked to teach English. Such conditions may influence teaching quality, classroom management, and students’ learning outcomes. This research aims to analyze how the non-English teacher fulfills pedagogical competence in English language teaching and to identify the challenges encountered during the teaching process. A descriptive qualitative design was employed. Data were collected through classroom observations and semi-structured interviews with one non-English teacher who taught English. The data were analyzed using data condensation, data display, and conclusion drawing. The findings reveal that the teacher demonstrated basic pedagogical competence in managing the classroom, delivering instructional materials, and conducting assessment. However, the teaching process was still predominantly teacher-centered and highly dependent on worksheets and translation methods. The teacher also experienced difficulties related to limited English content knowledge, pronunciation problems, weak speaking ability, insufficient mastery of macro language skills, and minimal use of media and technology in teaching. The study concludes that although the teacher made efforts to meet pedagogical requirements, professional development and continuous pedagogical training are needed to improve English teaching quality and student learning outcomes.   Abstrak Penelitian ini mengkaji kompetensi pedagogik seorang guru nonbahasa Inggris yang ditugaskan mengajar mata pelajaran Bahasa Inggris di MTsT Simanau. Penelitian ini dilatarbelakangi oleh kenyataan bahwa sekolah di daerah pedesaan sering mengalami kekurangan guru Bahasa Inggris yang berkualifikasi, sehingga guru dengan latar belakang akademik berbeda diminta untuk mengajar Bahasa Inggris. Kondisi tersebut dapat memengaruhi kualitas pembelajaran, pengelolaan kelas, dan hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis bagaimana guru nonbahasa Inggris memenuhi kompetensi pedagogik dalam pengajaran Bahasa Inggris serta mengidentifikasi tantangan yang dihadapi selama proses pembelajaran. Penelitian ini menggunakan desain kualitatif deskriptif. Data dikumpulkan melalui observasi kelas dan wawancara semi terstruktur dengan satu orang guru nonbahasa Inggris yang mengajar Bahasa Inggris. Data dianalisis menggunakan teknik kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menunjukkan kompetensi pedagogik dasar dalam mengelola kelas, menyampaikan materi pembelajaran, dan melaksanakan penilaian. Namun, proses pembelajaran masih didominasi oleh pendekatan berpusat pada guru dan sangat bergantung pada penggunaan lembar kerja serta metode penerjemahan. Guru juga mengalami kesulitan yang berkaitan dengan keterbatasan penguasaan materi Bahasa Inggris, masalah pelafalan, kemampuan berbicara yang lemah, kurangnya penguasaan keterampilan berbahasa makro, serta minimnya penggunaan media dan teknologi dalam pembelajaran. Penelitian ini menyimpulkan bahwa meskipun guru telah berupaya memenuhi tuntutan kompetensi pedagogik, pengembangan profesional dan pelatihan pedagogik yang berkelanjutan masih diperlukan untuk meningkatkan kualitas pengajaran Bahasa Inggris dan hasil belajar siswa.
Pengaruh Konflik Keluarga terhadap Kesejahteraan Psikologis Santri Pondok Pesantren H. Abdul Karim Syu’aib Guguak Randah Widia Ningrum; Linda Yarni
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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Penelitian ini dilatarbelakangi oleh fenomena rendahnya kesejahteraan psikologis santri di lingkungan pesantren. Beberapa santri menunjukkan persepsi diri yang negatif, seperti menyalahkan diri sendiri ketika memperoleh nilai rendah, lalai dalam menjalankan ibadah, berperilaku kurang sopan terhadap guru, serta mengalami kesulitan dalam menyesuaikan diri dengan aturan dan lingkungan sekolah. Kondisi tersebut menunjukkan adanya permasalahan psikologis yang diduga dipengaruhi oleh faktor keluarga, khususnya konflik keluarga. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh konflik keluarga terhadap kesejahteraan psikologis santri di Pondok Pesantren H. Abdul Karim Syu’aib Guguak Randah. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian terdiri atas 56 santri yang memiliki karakteristik konflik keluarga, dan seluruh populasi dijadikan sampel melalui teknik total sampling. Pengumpulan data dilakukan menggunakan instrumen angket skala Likert untuk mengukur konflik keluarga dan kesejahteraan psikologis. Data dianalisis menggunakan teknik statistik berupa uji regresi linear sederhana dan uji koefisien determinasi. Hasil penelitian menunjukkan bahwa konflik keluarga berpengaruh signifikan terhadap kesejahteraan psikologis santri dengan kontribusi sebesar 23%. Penelitian ini menegaskan bahwa kondisi keluarga memiliki peranan penting dalam pembentukan perkembangan emosional dan psikologis santri. Temuan ini memberikan implikasi bahwa diperlukan kerja sama antara keluarga, sekolah, dan layanan bimbingan konseling untuk mendukung kesejahteraan psikologis santri serta membantu mereka mencapai penyesuaian diri yang lebih sehat di lingkungan pesantren.   Abstract This study was motivated by the phenomenon of low psychological well-being among students in Islamic boarding schools. Several students demonstrated negative self-perceptions, such as blaming themselves for low academic achievement, neglecting religious obligations, displaying inappropriate behavior toward teachers, and experiencing difficulties adapting to school regulations and social environments. These conditions indicate the presence of psychological challenges that may be influenced by family-related factors, particularly family conflict. Therefore, this study aimed to examine the effect of family conflict on the psychological well-being of students at H. Abdul Karim Syu’aib Guguak Randah Islamic Boarding School. This research employed a quantitative correlational design. The population consisted of 56 students identified as having characteristics of family conflict, and all members of the population were selected as the research sample through a total sampling technique. Data were collected using a Likert-scale questionnaire designed to measure family conflict and psychological well-being. The collected data were analyzed using statistical techniques, including simple linear regression and coefficient of determination tests. The findings revealed that family conflict had a significant effect on students’ psychological well-being, contributing 23% to the variance of psychological well-being. The study highlights the importance of family conditions in shaping students’ emotional and psychological development. These findings imply that collaboration between families, schools, and counseling services is necessary to support students’ psychological well-being and foster healthier personal and social adjustment among students in Islamic boarding school environments.

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