https://journal.uinsi.ac.id/index.php/SIJOPE/issue/feed 2026-03-17T15:37:49+08:00 Indriana Rahmawati indrianarahmawati@uinsi.ac.id Open Journal Systems <p><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">SIJOPE: Sultan Idris Journal of Psychology and Education</span></span></strong></p> <p><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Scope: Educational Psychology, Developmental Psychology, Organization Psychology, Clinical Psychology, and Social Psychology, <em>e-</em> ISSN: <a href="https://issn.brin.go.id/terbit/detail/20210914231378930" target="_blank" rel="noopener">2808-0548</a>.<br></span></span></p> <p><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">This journal examines academic exploration and publishes the findings of psychological research and its application in schools, colleges, universities, Islamic educational institutions such as Islamic boarding schools, organizations, and social life. This journal promotes empirical and theoretical research relevant to the study of psychology. Journal topics cover micro and macro-level psychology such as</span></span><strong><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> Educational Psychology, Developmental Psychology, Organizational Psychology, Clinical Psychology, and Social Psychology.</span></span></em></strong></p> <p><strong><em><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">e-</span></span></em></strong><strong><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"> ISSN: 2808-0548</span></span></strong></p> https://journal.uinsi.ac.id/index.php/SIJOPE/article/view/11609 2026-02-11T11:31:30+08:00 Rega Armella rega.armella@uinsi.ac.id Naomi Ainun Hasanah 24200011025@student.uin-suka.ac.id

<p><em>Artikel ini mengkaji penerapan teori hierarki kebutuhan Abraham Maslow, khususnya pada tingkat kebutuhan penghargaan (esteem needs), dalam konteks komunikasi pendidikan melalui metode Systematic Literature Review. Kebutuhan penghargaan, yang mencakup harga diri, pengakuan, dan prestasi, berperan penting dalam memotivasi peserta didik serta membentuk kepercayaan diri dan partisipasi aktif mereka. Hasil kajian menunjukkan bahwa pemenuhan esteem needs dapat dicapai melalui komunikasi pendidikan yang efektif, baik verbal maupun nonverbal. Komunikasi verbal yang jelas, terstruktur, dan mendorong partisipasi aktif membantu siswa memahami materi dan percaya pada kemampuannya, sedangkan komunikasi nonverbal seperti ekspresi wajah ramah, kontak mata, dan gestur suportif memberikan dukungan emosional yang membuat siswa merasa dihargai. Integrasi keduanya menciptakan lingkungan belajar yang aman secara psikologis, mendorong motivasi intrinsik, dan membentuk karakter positif peserta didik, sehingga mereka siap menghadapi tantangan akademik maupun kehidupan.</em></p>

2025-09-30T00:00:00+08:00 ##submission.copyrightStatement## https://journal.uinsi.ac.id/index.php/SIJOPE/article/view/11459 2026-03-17T15:37:49+08:00 Mochamad Randy Pradika Rakasiwy mrandyrakasiwy@gmail.com

<p><em>The rapid transformation of the global labor market requires vocational education graduates to possess high career adaptability. This study investigates the relationship and influence of work-based learning on the career adaptability of vocational high school students in Surabaya. Employing a quantitative correlational design, data were collected from 101 final-year students participating in structured work-based learning programs, measured using the Career Adapt-Abilities Scale (CAAS) and a work-based learning participation questionnaire. Descriptive statistics, pearson correlation, and simple linear regression were applied to test the hypotheses. Results revealed a strong positive correlation between work-based learning and career adaptability (r = 0.716, p &lt; 0.001), with work-based learning explaining 64% of the variance in adaptability scores. Curiosity emerged as the highest dimension, while concern and confidence remained moderate. These findings align with experiential learning and career construction theories, highlighting that authentic workplace engagement supported by structured mentoring, diverse tasks, and integration with school learning enhances the psychosocial resources necessary for managing career challenges. Practically, improving work-based learning quality through greater task variety, intensive mentoring, and structured reflection can better prepare adaptive, resilient, and work-ready graduates. </em></p>

2025-09-30T00:00:00+08:00 ##submission.copyrightStatement##