EDUCATIONE

SELF-ESTEEM AS A PROTECTIVE FACTOR AGAINST FEAR OF MISSING OUT IN SOCIAL MEDIA ENGAGEMENT AMONG EMERGING ADULTHOOD

Carolina Ester Sopyana Tampubolon, Nuram Mubina, Yuwono Pratomo — Wed, 03 Sep 2025 00:00:00 +0700

This study aims to determine the effect of self-esteem on Fear of Missing Out (FoMO) on emerging adulthood of Instagram users in Karawang. FoMO is a feeling of anxiety when not connected to social activities that others do, as well as an urge to continue engaging in social experiences through social media. This study used a quantitative approach with 222 respondents in the age range of 18 to 25 years. The sampling technique used is convenience sampling. The measurement tool used in this study was adapted from Online Fear of Missing Out and adopted from the Rosenberg Self-Esteem Scale (RSES). The hypothesis test uses simple linear regression. The results showed that self-esteem had a negative effect on FoMO with a contribution of 17.3%. Individuals in emerging adulthood with high self-esteem tend to have lower levels of FOMO.

HEALING WORDS WITH MEANING: THE IMPACT OF EXISTENTIAL–HUMANISTIC GROUP COUNSELING ON VERBAL BULLYING SURVIVORS

Wahyudi, Nasruliyah Hikmatul Maghfiroh, Bhennita Sukmawati — Mon, 15 Sep 2025 00:00:00 +0700

This study aims to examine the effectiveness of the existential–humanistic approach in supporting the psychological recovery of verbal bullying victims in Islamic boarding schools. Verbal bullying can cause detrimental psychological impacts, such as decreased self-confidence, heightened anxiety, difficulty concentrating, declining academic performance, loss of interest in previous activities, and a reduction in previously positive social relationships, all of which hinder the emotional and academic development of students. Therefore, an intervention is needed to help victims of verbal bullying. The general objective of this study is to determine the extent to which group counseling using the existential–humanistic approach can improve the psychological condition of student victims of verbal bullying. The specific objectives are to measure changes in anxiety levels, concentration difficulties, academic performance, interest in activities, social relationships, and self-esteem after participating in group counseling sessions. This study employs a One Group Pre-Test Post-Test design, in which respondents are assessed before and after the group counseling intervention. Data will be collected using questionnaires measuring anxiety, depression, and self-esteem, and will then be analyzed to determine significant differences. The expected outcome of this study is to prove the effectiveness of group counseling with the existential–humanistic technique in reducing psychological disturbances among student victims of verbal bullying. The findings are anticipated to provide practical contributions to the development of counseling programs in Islamic boarding schools to support students’ mental well-being.

CRITICAL THINKING ANALYSIS IN THE ERA OF ARTIFICIAL INTELLIGENCE: STUDY ON UNNES ACCOUNTING EDUCATION STUDENTS

Sun, 28 Sep 2025 00:00:00 +0700

Rapid diffusion of AI into higher education is reshaping the cognitive ecology of learning and introduces risks of cognitive offloading and automation bias in accounting programs where high-order judgment and ethics remain non-automatable. This descriptive qualitative study sought to describe how UNNES Accounting Education students enact critical thinking while working with AI, examine the moderating roles of digital literacy and self-regulated learning (SRL), and identify pedagogical moves that curb automation bias. Data were gathered from purposively selected second-semester students through a three-stage process—context scans of syllabi/LMS, non-participant classroom observations, and 45–60-minute semi-structured interviews augmented by artifacts such as AI chat excerpts and annotated drafts—and were coded using Miles–Huberman iterative procedures with triangulation, member checking, and an audit trail. Results indicate that students frequently used AI as a “first resort”; high dependence aligned with strengths in remembering/applying but weaknesses in analyzing/evaluating/creating. Conversely, higher digital literacy and SRL correlated with systematic verification, stronger justification, and reduced automation bias. Active-learning routines (trigger questions, guided discussion, “AI-audit” checklists) reliably elevated higher-order performance, while ethical concerns about originality and fairness surfaced among stronger reasoners. Overall, AI operates as a double-edged tool—impeding critical thinking when used uncritically but scaffolding it when embedded in reflective, evidence-seeking routines. Findings inform curriculum redesign, lecturer development, assessment rubrics, and assurance-of-learning aligned with professional standards. Future research should test causal effects of targeted micro-interventions in mixed-methods, multi-site designs, validate critical-thinking rubrics for AI-rich tasks, and track transfer to authentic practice.

PATROL MUSIC VALUES–BASED INTERVENTION TO REDUCE SOCIAL WITHDRAWAL: AN R&D STUDY USING CBT

Rico Dwi Novaliansyach, Mudafiatun Isriyah, Dewi Masyitoh — Sun, 28 Sep 2025 00:00:00 +0700

Social withdrawal in adolescence is a persistent issue that undermines peer relationships, classroom participation, and overall well-being. This study aimed to design and evaluate a culturally grounded counseling module integrating Cognitive Behavioral Therapy (CBT) techniques with traditional Patrol Music to reduce social withdrawal among high school students at SMAN Arjasa. Employing a Research and Development (R&D) approach with the ADDIE model, the module was developed, validated by media and counseling experts, and tested with 60 students identified as displaying withdrawal behaviors. Data were collected through pre- and post-intervention questionnaires using the Social Withdrawal Scale (SWS), alongside fidelity and usability assessments. Results revealed a significant reduction in social withdrawal after the intervention, as indicated by Wilcoxon signed-rank test outcomes (Z = -6.074, p < 0.001), with large effect sizes. Students also reported greater comfort in group interactions and increased self-confidence during ensemble sessions. The study concludes that embedding CBT strategies within a familiar cultural medium not only enhances engagement but also accelerates cognitive and behavioral change. The findings contribute to adolescent counseling practices by demonstrating the effectiveness of culturally responsive, arts-based interventions. Practically, this module offers schools an innovative approach to character education and student well-being. Future research should replicate the intervention across diverse cultural settings, extend the intervention duration, and compare its effectiveness with digital or standard CBT-based approaches.

CULTIVATING STUDENT ENGAGEMENT IN CHRISTIAN RELIGIOUS EDUCATION: A QUALITATIVE LITERATURE REVIEW

Edwin Melky Lumingkewas, Juwinner Dedy Kasingku — Sun, 28 Sep 2025 00:00:00 +0700

Christian Religious Education (CRE) is pivotal for whole-person formation, yet classroom practice often remains teacher-centered, suppressing student participation. This study aimed to identify effective instructional approaches that foster active engagement in CRE lessons. Using a qualitative library research design, we thematically reviewed books, peer-reviewed articles, and relevant reports on student participation and pedagogies applicable to CRE. Findings indicate two consistently effective approaches: cooperative learning (e.g., Think–Pair–Share, Jigsaw, Team Games Tournament, and “window shopping”) and problem-based learning. These models elevate engagement across cognitive (analysis, evaluation, problem solving), affective (interest, motivation, positive attitudes), and psychomotor (practice and performance) domains. The CRE teacher’s role as facilitator and spiritual mentor—backed by professional competence in content mastery, classroom management, creativity, and communication—proves crucial for creating interactive, joyful, and meaningful learning climates. We conclude that participatory models enable students to not only grasp doctrine cognitively but also embody Christian values in daily life. The results offer practical guidance for CRE teachers, curriculum developers, and teacher-training programs to design student-centered learning. Future studies should test these approaches using quasi-experimental, mixed-methods, and longitudinal designs to assess impacts on character formation, faith development, and transferability across grades and school contexts.

GROUP GUIDANCE PLUS ASSERTIVENESS TRAINING TO IMPROVE STUDENTS’ INTERPERSONAL COMMUNICATION: ONE-GROUP PRETEST–POSTTEST STUDY

Lailatul Karimah, Nasruliyah Hikmatul Maghfiroh, Bhennita Sukmawati — Tue, 07 Oct 2025 00:00:00 +0700

Many vocational high school students experience barriers to interpersonal communication, such as low self-confidence and reluctance to express their opinions, while group guidance using assertiveness training has been recognized as an effective approach to address these challenges. This study aimed to examine the effectiveness of group guidance with assertiveness training in improving students’ interpersonal communication skills. The research employed a pre-experimental one-group pretest–posttest design involving eight purposively selected 11th-grade students from a total of 32 at SMK Abdul Aziz. A validated interpersonal communication questionnaire was used to collect data, which were analyzed using the Wilcoxon Signed Rank Test. The findings revealed that all participants showed improvement (positive ranks = 8; negative = 0; ties = 0); the mean score increased from M = 97.6 (SD = 7.5) to M = 136.0 (SD = 7.2), indicating a gain of 38.4 points. The Wilcoxon test produced Z = −2.527, p = .012 (< .05), confirming a statistically significant difference between pretest and posttest results. These outcomes demonstrate that group guidance incorporating assertiveness training effectively enhances vocational students’ interpersonal communication. The study provides empirical support for counselors and educators to integrate assertiveness training into preventive and developmental counseling services, contributing to a more positive communication climate in schools. Future research should involve larger samples and control groups, extend intervention periods to assess long-term effects, and explore related psychosocial variables such as self-confidence, social anxiety, and problem-solving skills.

SOCIAL PRESENCE THROUGH CULTURE: EMBEDDING MARUNG VALUES IN GROUP GUIDANCE AT A VOCATIONAL SCHOOL

Ekara Rusita Sari, Mudafiatun Isriah, Nailul Fauziyah — Tue, 07 Oct 2025 00:00:00 +0700

Active peer interaction is essential for cognitive engagement, affective participation, and achievement in vocational education, yet field observations at SMK PGRI 5 Jember showed many students remained passive during group work, signaling weak social presence—the felt sense of being connected and “real” to others—which undermines collaboration, confidence, and learning quality. Leveraging the local Marung culture of togetherness, reciprocity, openness, equality, and empathy, this study designed, validated, and evaluated a culturally grounded group-guidance module to enhance students’ social presence. Using an R&D approach with the ADDIE model, the module underwent content and media expert validation and was tested via a one-group pretest–posttest quasi-experimental design. A 25-item Social Presence Questionnaire measured affective, interactive, and cohesive dimensions before and after the intervention; quantitative analysis employed the Wilcoxon Signed Rank Test and Cronbach’s alpha, and qualitative observations/reflections supplied contextual support. Results showed significant gains in social presence from a pre-test mean of 49.9% (low–moderate) to a post-test mean of 77% (high), p < .001; feasibility ratings were high (83–83.5%), and reliability was strong (α = .888), with observations confirming more balanced participation, respectful dialogue, empathy, and collaborative problem-solving. These findings indicate that integrating Marung values into structured guidance effectively fosters social presence, equitable participation, and empathic communication among vocational students. Theoretically, the work extends Social Presence Theory by demonstrating that culturally situated norms can strengthen interpersonal connectedness in face-to-face classrooms; practically, teachers and counselors can embed equitable turn-taking, respectful disagreement, and peer support into routine group learning, and policymakers can incorporate social-presence indicators into school climate assessments while allocating time for culturally informed guidance. Future research should replicate across multiple vocational schools with control/comparison groups, examine long-term effects on collaborative problem-solving, attendance, and well-being, and use mixed-method or experimental designs to clarify mechanisms linking Marung-based interaction norms to sustained engagement and academic outcomes.

EDUPRENEURSHIP-BASED CAREER GUIDANCE MODULE TO FOSTER JUNIOR HIGH STUDENTS’ ENTREPRENEURIAL INTENTION

Siti Zulaikah, Mudafiatun Isriyah, Nasruliyah Hikmatul Maghfiroh — Fri, 17 Oct 2025 00:00:00 +0700

Indonesia faces a persistent school-to-work mismatch, with youth unemployment remaining high and many junior-secondary students lacking career self-awareness and an entrepreneurial mindset. This study therefore aimed to develop and validate an edupreneur-based career guidance module that strengthens early entrepreneurial interest and career readiness among adolescents. Using a Research & Development design adapted from Borg and Gall, the study progressed through needs analysis, planning, prototype development, expert validation, limited field testing (n = 13), revision, and main field testing (n = 40) at SMP Modern Salsabila Al-Tapaq, Kutai Barat. Data were collected via observations, interviews, expert validation sheets (material and media), and student response questionnaires; quantitative results were analyzed with percentage validity, while qualitative data followed Miles–Huberman procedures. The module achieved strong feasibility: material validity = 80% (valid, minor revision) and media validity = 92% (very valid). In the preliminary trial, the share of students with high entrepreneurial interest increased from 30% to 60% (net +30 percentage points), supported by qualitative evidence of improved self-efficacy and opportunity recognition through reflective and experiential tasks (e.g., local case studies, mini-prototype planning). These findings indicate that contextual, values-integrated edupreneurship embedded in career guidance can foster employability-relevant attitudes and decision-making in early adolescence. Practically, the module offers a low-cost, locally adaptable approach aligned with national priorities on life and work skills, and it can be scaled through brief teacher enablement, community MSME partnerships, and micro-grants for classroom trials. Future research should employ quasi-experimental designs with comparison groups, validated multi-item intention/efficacy scales, and longitudinal follow-ups to test durability and behavioral outcomes (e.g., repeated venture trials, basic revenues, documented customer feedback).

FAMILY AND PEERS MATTER: WHAT DRIVES UNDERGRADUATES’ INTENT TO BECOME TEACHERS

Yusqi Alfi Habibah, Shendy Andrie Wijaya, Neviyani — Sat, 18 Oct 2025 00:00:00 +0700

Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession.

THE ROLE OF SCHOOL PRINCIPALS IN IMPROVING THE QUALITY OF EDUCATION: A TRANSFORMATIONAL LEADERSHIP PERSPECTIVE

Lukmanul Hakim, Soni Samsu Rizal — Sat, 18 Oct 2025 00:00:00 +0700

This study explores school principals’ roles in improving education quality through transformational leadership. The main problems identified are principals’ low understanding of the principles of transformational leadership and limitations in training and resources to support its implementation. This study used a systematic literature review approach to collect data from reliable sources relevant to the topic. The results indicate that dimensions of transformational leadership, such as individualized influence, inspirational motivation, intellectual stimulation, individualized consideration, and contingent reward, significantly impact improving the quality of education in Indonesian schools. Furthermore, challenges such as inadequate training and limited resources were also identified. However, solutions such as more structured training, government support, and empowerment of school communities can help address these challenges. This research makes an essential contribution to developing educational policy and implementing transformational leadership in schools. It offers practical recommendations for principals to improve the quality of education continuously.

BHINNECARD: A CARD-BASED EDUCATIONAL GAME TO FOSTER TOLERANCE IN INDONESIAN JUNIOR HIGH SCHOOLS

Aquilla Quentien Inigo Lubis, Antonius Ian Bayu Setiawan — Sat, 18 Oct 2025 00:00:00 +0700

Intolerance among Indonesian adolescents—manifested in prejudice, identity-based bullying, and fragile classroom harmony—signals gaps in the internalization of pluralism at school. This study addressed that challenge by developing and testing BHINNECARD, a card-based guidance medium grounded in the spirit of Bhinneka Tunggal Ika to foster tolerance through experiential dialogue, perspective-taking, and action planning. The objectives were to (1) design a culturally contextualized educational card game for junior high schools, (2) establish its feasibility through expert and practitioner validation, and (3) evaluate its effectiveness for improving students’ tolerance attitudes. Using an R&D design with the 4D model (Define–Design–Develop–Disseminate), we conducted expert reviews (media and content), teacher usability assessments, and a one-group pretest–posttest trial with 66 students at SMP BOPKRI 1 Yogyakarta. Instruments included structured validation sheets and a 40-item tolerance scale with strong internal consistency (overall α ≥ .90; item–total r = .304–.674). Media experts rated the prototype highly feasible (108/108), content experts rated it feasible (92/116) with minor editorial refinements, and counselors judged classroom practicality as high. Effectiveness testing showed a significant gain from pretest (M = 103.14, SD = 8.22) to posttest (M = 127.58, SD = 11.87), t-test p < .001, indicating meaningful attitudinal improvement. We conclude that BHINNECARD is an instructionally efficacious, low-cost medium that can be implemented within standard group-guidance sessions to cultivate tolerance. Practically, schools can integrate it into character-education strands to scaffold respectful dialogue and inclusive norms with minimal preparation. Future research should employ multi-site randomized or quasi-experimental designs, streamline overlapping items in the tolerance scale, and include behavioral follow-ups (e.g., teacher logs or peer nominations) to corroborate self-report outcomes.

MAPALUS-DRIVEN HUMAN RESOURCE DEVELOPMENT TO STRENGTHEN TEAM COHESION AND ACCOUNTABILITY

Johny Taroreh — Sun, 19 Oct 2025 00:00:00 +0700

Indonesia’s public sector modernization hinges on human capital that can deliver transparent, ethical, and reliable services—capabilities that are often strengthened when formal HR systems align with indigenous cooperative norms. In North Sulawesi, the Mapalus tradition of reciprocal mutual aid and collective responsibility offers a culturally resonant basis for improving coordination, integrity, and trust within Electoral Management Bodies (EMBs). This study examines whether embedding Mapalus into a strategic human resource development (HRD) architecture enhances organizational outcomes beyond generic “best practice” HRM. The study aims to (i) operationalize Mapalus values into measurable HRD practices, (ii) test their associations with team coordination, psychological safety, and integrity culture, and (iii) estimate their effects on organizational performance indicators in EMBs. Using an explanatory, cross-sectional survey complemented by brief interviews and non-participant observations, we analyzed data from EMB officials across five jurisdictions (Manado, Minahasa, South Minahasa, North Minahasa, Southeast Minahasa). Reflective constructs were modeled and tested via CFA and SEM (LISREL 8.80). Results show that HRM and Mapalus jointly explain 59.0% of variance in organizational outcomes. Mapalus exerts a strong direct effect (36.7%) and an additional indirect effect (6.5%), for a total of 43.3%, while HRM shows a smaller direct effect (9.2%) plus the same indirect effect (6.5%), totaling 15.7%. Cross-mediations indicate HRM strengthens Mapalus norms, and Mapalus amplifies HRM uptake and impact. We conclude that culture is the proximal driver of frontline reliability, with HRM as an essential enabler. Practically, institutionalizing Mapalus (help queues, cross-unit shadowing, collaborative recognition) alongside competency-based HRM can stabilize peak-load operations and bolster public trust. Implications include aligning ethics and teamwork routines with local norms, integrating cooperation metrics into audits, and using lightweight digital transparency to trigger timely mutual aid. Future research should adopt longitudinal, multi-source designs, incorporate leadership and digital infrastructure as moderators, and test boundary conditions across provinces and electoral cycles.

DIGITAL ENTREPRENEURSHIP EDUCATION: THE DEVELOPMENT OF AN INSTAGRAM-BASED TRAINING MODULE FOR YOUTH

Jerry Rommy Herter Wuisang — Sun, 19 Oct 2025 00:00:00 +0700

Youth unemployment and underemployment remain persistent in developing contexts, calling for scalable, engaging entrepreneurship education that aligns with Gen-Z’s digital habits. This study aimed to develop and validate an Instagram-based training module to strengthen entrepreneurial attitudes and behaviors among young MSME actors in Tondano, Indonesia. Using a Research & Development approach with the 4-D model (Define–Design–Develop; Disseminate planned), we conducted needs analysis, iterative prototyping, expert validation (content and media), and pilot testing with purposively sampled participants (n = 30; ages 18–30). Data were gathered via Likert-type questionnaires and Focus Group Discussions and analyzed descriptively with percentage criteria for feasibility. Results show high feasibility and acceptance: material validation = 90.34% (very good), media validation = 82% (good), platform/Instagram usability = 92.5% (very good); user responses indicated 92.5% strongly agree and 7.5% agree that the module improved understanding of entrepreneurial attitudes/behaviors. We conclude that an Instagram-based, micro-modular design is practicable, context-fit, and engaging for youth entrepreneurship learning. Practically, the module offers a low-cost, mobile, and scalable alternative for educators, community organizations, and local governments to complement formal programs and expand outreach. Future research should (a) conduct larger multi-site trials, (b) embed formal assessment (e.g., quizzes, performance tasks) and gamified elements, (c) evaluate longitudinal outcomes (self-efficacy, venture activity), and (d) compare cross-platform delivery (e.g., TikTok/YouTube/LMS) to mitigate algorithmic visibility bias.

CLASSICAL GUIDANCE MEETS SELF-LOVE: AN INNOVATIVE INTERVENTION TO BOOST SELF-CONFIDENCE AND SELF-IMAGE

Halimah, Saiful Muktiali — Thu, 23 Oct 2025 00:00:00 +0700

Self-confidence and self-image are pivotal for students’ academic engagement, persistence, and psychosocial adjustment, yet scalable classroom formats that directly strengthen these self-evaluative processes remain limited in vocational high schools. This study aimed to test the effectiveness of a brief, counselor-led, self-love–based classroom guidance module in improving self-confidence and self-image among Grade-10 students. Using a quantitative pretest–posttest control group design, two intact classes (N = 34) from an Indonesian vocational school were allocated as experimental (four sessions of self-love guidance integrating acceptance, compassionate self-talk, and mastery planning) or control (guidance-as-usual). Instruments demonstrated adequate psychometrics (item–total r = .492–.636; α = .88). The experimental group showed a large gain from pretest to posttest (M = 75.12 to 86.59; SD = 7.77 to 2.67; t(16) = –6.263, p < .001), while the control group improved modestly (M = 71.88 to 73.94; t(16) = –2.764, p = .014). Between-group effects on gains were very large (Cohen’s d = 1.61; Hedges’ g = 1.57). We conclude that a concise, classroom-deliverable self-love module can substantively elevate students’ self-confidence and self-image and reduce within-class variability, indicating convergence on adaptive coping scripts. Practically, schools can embed 10–15 minute micro-practices (reflective journaling, compassionate self-talk, if–then plans) within guidance periods without disrupting timetables. Future studies should employ larger, multi-site samples, follow-up assessments for maintenance, and mediational analyses (e.g., script internalization, self-criticism reduction) to clarify mechanisms and boundary conditions.

EDUCATIONAL IMPLICATIONS OF THE RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND FEAR OF MISSING OUT AMONG UNIVERSITY STUDENTS USING SOCIAL MEDIA

Alicia Wulan Cahyani, Prias Hayu Purbaning Tyas — Wed, 29 Oct 2025 00:00:00 +0700

Networked technologies have become integral to university life, simultaneously enabling collaboration and learning support while heightening social comparison and notification-driven checking. Within this ecology, Fear of Missing Out (FoMO) has been linked internationally to lower psychological well-being (PWB), yet evidence is scarce for Indonesian teacher-education students whose developmental tasks and relational demands may render specific facets of PWB especially sensitive. This study aimed to (a) describe FoMO and PWB levels among undergraduates in a teacher-education faculty and (b) test their association, providing context-specific, facet-aware evidence to inform student supports. Using a cross-sectional, quantitative correlational design, 168 FKIP Universitas Sanata Dharma students completed validated measures: ON-FoMO (post try-out 19 items) and Ryff’s PWB (post try-out 46 items). Analyses in SPSS included descriptive statistics, Kolmogorov–Smirnov normality checks, linearity tests, and two-tailed Pearson correlations (α = .05). Results showed FoMO was predominantly Low/Very Low (59.4%) with 29.0% Medium and 11.9% High/Very High, while PWB was mainly High/Very High (58.3%) with 38.7% Medium. FoMO correlated moderately and negatively with PWB, r = −0.420, p < .001 (95% CI [−0.537, −0.287]), implying r² ≈ 17.6% variance explained. We conclude that greater FoMO is meaningfully associated with lower eudaimonic functioning in this cohort. Implications include tiered, low-cost supports: universal digital self-regulation workshops (notification control, time-boxing), micro-interventions that reinforce purpose and self-acceptance (values–goals alignment, reflective journaling), and short “dose” trials of reduced daily social-media use paired with mood/sleep tracking. Future research should employ longitudinal or experimental designs to establish directionality, integrate behavioral usage logs (screen-time, notifications), examine platform-specific behaviors (passive vs. active use, time-of-day), and model additional covariates (e.g., socioeconomic status, practicum load) to clarify mechanisms and boundary conditions.

INTEGRATION OF ISLAMIC PSYCHOTHERAPY AND MENTAL HEALTH: THE TAZKIYATUN NAFS MODEL IN THE CONTEXT OF THE GONTOR ISLAMIC BOARDING SCHOOL COMMUNITY

Malikah — Tue, 18 Nov 2025 00:00:00 +0700

This study focuses on the high prevalence of mental health problems among students at the Gontor Islamic Boarding School who face limitations in conventional psychotherapy approaches that are not in line with their cultural and spiritual values. The gap is the lack of research integrating Islamic-based psychotherapy, especially the concept of Tazkiyatun Nafs, in Islamic boarding school education. The purpose of this study is to examine and develop a model for applying Tazkiyatun Nafs as a psychotherapeutic approach in the Gontor santri community. A qualitative approach with an intrinsic case study design was used in this study, which involved in-depth interviews, participatory observation, and document analysis. The results of the study show that the application of Tazkiyatun Nafs through the practices of muhasabah, mujāhadah, and riyādhah has been proven effective in improving the mental well-being of santri and can be implemented in the pesantren curriculum. Further discussion reveals that Islamic principles such as tawakkul and muhasabah function as effective coping mechanisms in overcoming anxiety and stress. This study makes a significant contribution to the development of an Islamic-based psychotherapy model that is relevant to the cultural and spiritual needs of Muslim communities.