International Journal of Islamic Educational Psychology

Integrating Religious and Psychological Constructs: A New Scale for Measuring Panca Jiwa Pondok in Islamic Boarding Schools

Akbar Nur Aziz, Abd. Madjid, Raden Partino — Fri, 20 Jun 2025 00:00:00 +0700

This study aims to compile psychological indicators of Panca Jiwa Pondok, build a scale based on these indicators, and assess the values of validity and reliability. Panca Jiwa Pondok referes to the five primary values that form the foundation of character education in Islamic boarding schools (pondok pesantren): sincerity, simplicity, independence, Islamic brotherhood, and freedom. A deduction technique was then developed from the concept of dimensions to indicators to construct a new scale. The instrument was designed with a religious-psychological approach based on theoretical constructs derived from pesantren values, personality theory, and positive psychology. The trial was carried out on 103 students at the Pondok Pesantren Al-Kamal Gombong in Kebumen, a modern Islamic boarding school with the consistent application of the Panca Jiwa Pondok. The validity test results showed that out of the initial 100 items, 92 items were declared valid based on the Pearson correlation > 0.197 and the significance value < 0.05. The scale's reliability showed high internal consistency with a Cronbach's Alpha value of 0.925. The results of factor exploration through exploratory factor analysis (EFA) indicated five main factors according to the initial structure, as shown by the scree plot test. This research showed that the typical values of pesantren can be measured in a standardized and scientific manner and can serve as the foundation for developing character assessments based on Islamic values. This instrument is expected to strengthen character education in Islamic boarding schools and serve as a reference for developing psychometrics based on local wisdom.

Exploring Affect Organizational Citizenship Behavior Towards Happiness at Work of Islamic-Based Junior High School Teachers

Hana Ayu Amalia, Rosita Endang Kusmaryani, Wildan Aji Saputra; Elhadfa Laabed — Fri, 20 Jun 2025 00:00:00 +0700

This study explores how organizational citizenship behavior (OCB) affects teacher happiness at work (HAW) among Islamic-based junior high school teachers. Happier teachers are more effective educators, as workplace happiness enhances their ability to create a conducive learning environment. Schools that foster positive work environments boost teachers' organizational citizenship behavior. The results indicated that OCB dimensions significantly affected HAW, with conscientiousness having the strongest effect. A quantitative approach was employed, using a sample of 131 Islamic-based junior high school teachers. Instruments measuring HAW and OCB were adapted from existing research and analyzed using confirmatory factor analysis (CFA) and Partial Least Squares (PLS). A quantitative cross-sectional survey was conducted using CFA and PLS to analyze multidimensional relationships. The path coefficient was 0.195 (p-value = 0.000), indicating that altruism significantly affects HAW. The path coefficient was 0.184 (p-value = 0.000), indicating that civic virtue significantly affects HAW. The path coefficient was 0.282 (p-value = 0.000), indicating conscientiousness significantly affects HAW. The path coefficient was 0.187 (p-value = 0.000), indicating that courtesy significantly affects HAW. The path coefficient was 0.217 (p-value = 0.000), indicating that sportsmanship significantly affects HAW. The R-Squared was 0.828, which means the contribution of OCB to HAW was 82.8%, which means H6 is accepted. These findings have important implications for both theory and practice, as they highlight the role of OCB in enhancing teacher happiness, particularly in Islamic-based school settings.

The Role of Forgiveness in Moderating Self-Acceptance and Self-Control among Adolescents of Divorced Parents

Fauziah Nadrotun Nisa Hidayat, Fuad Nashori — Thu, 20 Feb 2025 00:00:00 +0700

Divorce is often viewed as a last resort for marital conflict resolution, yet it can lead to significant psychological effects on children, particularly in reducing self-control. This study aimed to examine the moderating role of forgiveness in the relationship between self-acceptance and self-control among adolescents with divorced parents. Two hundred fifteen (215) adolescents in Yogyakarta, Indonesia, were selected using non-probability quota sampling. Data were collected using the Brief Self-Control Scale (BSCS), Transgression-Related Interpersonal Motivation (TRIM-18) for forgiveness, and Berger’s Self-Acceptance Scale. Moderation regression analysis was conducted using JAMOVI version 2.3.18. The results revealed a significant negative moderating effect of forgiveness: higher levels of forgiveness weakened the positive influence of self-acceptance on self-control. This finding challenges the conventional belief that forgiveness always enhances psychological adjustment. In certain cases, forgiveness—especially when driven by external expectations or unresolved emotions—may hinder internal self-regulation processes fostered by self-acceptance. Theoretically, this study contributes to the understanding of complex emotional dynamics in adolescents from divorced families. Practically, it suggests that mental health interventions should prioritize the development of authentic self-acceptance and emotional readiness before promoting forgiveness. Programs to support adolescents post-divorce should consider individual differences, the timing of forgiveness, and cultural contexts when designing effective psychological or educational intervention

Coping Strategies for Parents with Autistic Children: a Review from Islamic Psychology

Ampun Bantali, Gadis Arniyati Athar — Fri, 20 Jun 2025 00:00:00 +0700

This research aims to identify the sources of stress and coping strategies employed by parents and to provide a review from the perspective of Islamic psychology. The research was conducted using a phenomenological approach in Binjai, North Sumatra. The informants comprised five main participant, namely parents of autistic children who met the predetermined criteria, and three supporting informants. Information was gathered using in-depth interviews. The main findings indicated that the sources of parental stress are caused by the parents' lack of knowledge about autism, the difficulty of acceptance from the social environment and extended family, especially for single male autistic children from the Batak/Karo ethnic group who are expected to be the heirs of the clan, the high costs of care and education for autistic children, and uncertainty about the future. Parents who employ all four stress coping strategies show better stress control, which helps their autistic children achieve better development. From the perspective of Islamic psychology, these four strategies are fundamental attitudes of a Muslim in facing problems. This study also found that social and economic support have a greater influence than parental education on stress management. There is currently no community for parents of autistic children in Binjai, and autistic children have talents that can hold economic value. Therefore, it is necessary to form a parent community and an economic empowerment program based on the talents of autistic children.

The Role of Parenting in Developing Self-Resilience and Self-Regulated Learning: An Islamic Educational Psychology Perspective

Wed, 02 Jul 2025 00:00:00 +0700

The frequent changes in learning modalities, especially during the post-pandemic period, have required students to adapt continuously. This study explores the role of parenting in cultivating students’ self-resilience and self-regulated learning (SRL) through the lens of Islamic educational psychology. Applying Fazlur Rahman's Double Movement Hermeneutic, the study offers a contextual interpretation of Qur’anic principles that emphasize ethical, reflective, and autonomy-supportive parenting. Through a systematic literature review, the study synthesizes interpretations of the Qur’an, Islamic parenting models, and psychological theories—particularly those of Baumrind—on resilience and SRL. Qualitative content analysis reveals key themes connecting Islamic parenting values—moral responsibility, sincere intention, and spiritual trust—with enhanced student resilience and self-regulation. The findings indicate that parenting practices rooted in Islamic teachings—moral responsibility, intention, and spiritual reliance—significantly foster resilience and SRL. This integrative approach contributes a faith-informed framework to psychological development and educational transformation in Muslim contexts.

Gratitude, Optimism, and Subjective Well-Being: Empowering Honorary Teacher to Thrive Amid Challenges

Masyhuri Masyhuri, Subhan Ajrin Sudirman, Muhammad Fadhli; Sabza Gol Qaderi — Fri, 20 Jun 2025 00:00:00 +0700

Honorary teachers in special schools often face complex challenges, both professionally and emotionally, impacting their subjective well-being. This study aims to examine the influence of gratitude and optimism on subjective well-being honorary teachers teaching in special schools. This quantitative study uses an ex post facto approach with multiple linear regression tests. The samples size in the study was 152 honorary teachers teaching in special schools, selected using cluster random sampling techniques. The measuring instruments used were a modification of the Gratitude Scale (α = .789), a modification of the Optimism Scale (α = .889), and a combination of the Satisfaction with Life Scale (SWLS) and the HOT Scale to measure Subjective Well-Being (α = .802). Data analysis was carried out using SPSS) version 25. Hypothesis testing using multiple linear regression showed that gratitude and optimism simultaneously had a significant effect on subjective well-being (F = 793.986; sig. = .000; R = .702; R² = .492). Gratitude (t = 12.935; sig. = .000) and optimism (t = 63.816; sig. = .000) also had significant individual effects. The effective contribution of gratitude was 23.8%, and optimism was 25.4%. Thus, the results of this study indicate that gratitude and optimism together have a very significant effect on subjective well-being. Therefore, policymakers and educational institutions must strengthen these psychological aspects to improve honorary teachers' subjective well-being in special schools.

Positive Thinking as a Mediator in the Relationship Faith and Resilience in Students Who Are Working on a Thesis

Wed, 02 Jul 2025 00:00:00 +0700

Students who are working on a thesis include individuals who are vulnerable to experiencing mental disorders due to the heavy burden and demands of the thesis. In facing these challenges, students need resilience skills to complete the thesis process successfully. This correlational study aims to determine the relationship between faith and resilience in students completing a thesis, with positive thinking as a mediator. The subjects of this research were undergraduate students at universities in the Special Region of Yogyakarta who were preparing a thesis with a study period of more than 7 semesters, totaling 99 respondents. In this study, three scales were used: the scale of faith, whose aspects were taken from Al Banna, with a reliability coefficient of 0.927; the positive thinking scale, which refers to the aspects of Albercht's opinion, with a reliability coefficient of 0.949, and the resilience scale, which refers to the aspects of Grotberg, with a reliability coefficient of 0.944. Hypothesis testing was conducted using mediation regression analysis with the Jamovi program (version 2.3). The results showed that aqeedah (faith) positively affected positive thinking in students completing their thesis. Positive thinking had a significant positive effect on resilience. Directly, aqeedah positively affected resilience, indicating that positive thinking could partially mediate the relationship between faith and resilience.

How Demographics, Adversity Quotient, and School Engagement Impact Academic Resilience in Bilingual and Islamic Boarding Schools

Mon, 23 Jun 2025 00:00:00 +0700

Academic resilience is paramount for students to persevere even in challenging, risky, and unfavorable circumstances. This study investigated the influence of demographic factors, such as age and gender, as well as psychological factors, specifically adversity quotient and school engagement, on students' academic resilience. The participants in this study consisted of 262 high school students from two Boarding Schools in South Kalimantan. Participants were asked to complete the scales for the variables and respond according to their current circumstances. This quantitative study collected data via Zoom Meetings and analyzed it using hierarchical regression. Findings from the analysis indicated that demographic factors did not play a significant role in academic resilience R2 = 0.032, F(2.259) = 4.305, p = 0.014, while psychological factors showed significant results (R2 = 0.390, F(2.257) = 75.267, p = 0.000. Although demographic factors such as age and gender had no significant effect on academic resilience, psychological factors such as adversity quotient (β = 0.547, t = 9.694, p < 0.05) and school engagement (β = 0.116, t = 2.035, p < 0.05) had a strong influence. These findings emphasized the importance of the adversity quotient in shaping how students view academic challenges as opportunities for growth and school engagement as a key driver in enhancing academic resilience. The main contribution of this research lies in educational psychology, particularly in efforts to improve educational quality by providing moral and psychological support services that strengthen students’ resilience and academic performance.