Sultan Idris Journal of Psychology and Education

Homesickness pada Santri Baru: Kontribusi Kecerdasan Emosi dan Teman Sebaya

2025-04-21T10:48:53+08:00

Teenagers who move from their home to Islamic boarding schools causes separation from their families and surrounding environment, which can make them feel depressed. One of the negative reactions that arise from separation with families is homesickness. This study was conducted to examine the influence of emotional intelligence and peer social support on homesickness. Participants in this study were new students were 85 students, who were selected by accidental sampling. Data in this study were collected used homesickness scale, emotional intelligence scale, and peer social support scale. The reliability coefficient are 0.801 for homesickness scale, 0.672 for emotional intelligence scale, and 0.803 for peer support scale Hypothesis testing was conducted using regression analysis with 2 predictors, obtaining F value = 3.306 with p = 0.000 (p < 0.05). The results of this study indicate that emotional intelligence and peer social support influenced homesickness among new students. Furthermore, the partial correlation results showed that emotional intelligence was not correlated with homesickness, but peer social support was significantly correlated with homesickness.

Hakikat Ilmu Psikolgi Positif: Tinjauan Filsafat Psikologi Pendidikan

2025-04-21T11:27:07+08:00

This article discusses the nature of the philosophy of positive psychology in the context of education in Indonesia as an approach that aims to improve individual welfare and happiness holistically. The background of this study is the shift in the focus of psychology from curing mental illness to strengthening human potential, which is influenced by the humanistic approach and Aristotle's principle of eudaimonia. The main purpose of this paper is to describe the history of the birth of positive psychology, the philosophical dimensions that underlie it (ontology, epistemology, and axiology), and the direction of its development in Indonesia. The results of the study show that positive psychology has a major contribution to education, especially in building character, improving emotional well-being, and creating a supportive and meaningful learning environment. The concept of eudaimonia, Maslow's theory of needs, and the PERMA model are the main foundations in designing a learning approach that humanizes students. In Indonesia, the integration of local values, technology, and policies based on positive psychology is the strategic direction of its development. Thus, the philosophy of positive psychology provides a strong conceptual framework for adaptive, ethical, and sustainable education.

Tinjauan Filasafat Psikologi: Pendekatan Kritis Habermas Dalam Perkembangan Psikologi Pendidikan

2025-04-21T11:27:53+08:00

Education in Indonesia currently faces systemic challenges, such as the dominance of technocratic approaches, inequality of access, and lack of critical awareness in the learning process. This article aims to explore the contribution of the philosophy of educational psychology through Habermas' critical approach in forming a more democratic and emancipatory educational paradigm. The research was conducted using the Systematic Literature Review method of Habermas' works and literature on educational philosophy, educational psychology, and national education policy. The focus of the study is directed at the ontological, epistemological, and axiological dimensions of education, as well as the application of communicative action theory in the learning environment. The results of the study show that Habermas' approach, which emphasizes dialogue, communicative rationality, and emancipation, is relevant in dismantling oppressive power structures in education. The application of this theory is able to create an inclusive and equal educational public space, and encourage active participation of students. This concept is in line with the current direction of Indonesian education, such as Merdeka Belajar, and can strengthen character education and social awareness. In conclusion, the integration of Habermas' critical approach in Indonesian education provides a conceptual and practical foundation for the transformation of the education system towards a humanistic and reflective democratic society.

Kontribusi Pola Asuh Terhadap Tingkat Resiliensi Akademik Mahasiswa Di Era Digital

2025-04-21T11:30:47+08:00

The development of digital technology has brought major changes to the world of higher education. Students are not only required to be able to master lecture materials, but must also be able to adapt to technology-based learning systems. In the midst of easy access to information and flexible study time, new, more complex challenges have emerged. Academic pressures such as heavy workloads, demands to always be responsive online, distractions from social media, to increasingly tight competition often trigger stress, anxiety, and mental fatigue. In such situations, students are required to have the ability to survive, rise, and adapt in the face of pressure and difficulties during the study process. One important factor that forms academic resilience is parenting. The purpose of this study was to analyze the effect of parenting on students' academic resilience. The study used a quantitative approach. A sample of 202 students was taken using the convenience sampling technique. The research instrument used an academic resilience scale and a parenting scale. The results explain that there is a significant influence of authoritative parenting and permissive parenting on students' academic resilience. Meanwhile, authoritarian parenting and neglected parenting do not affect students' academic resilience.

Psikologi Pendidikan Pada Pendidikan Empati : Tinjauan Analitis

2025-04-21T11:28:56+08:00

This article examines the role of the philosophy of educational psychology in forming the theoretical and practical foundations for empathetic education in Indonesia as a response to contemporary social challenges, such as social polarization, low social cohesion, and increasing interpersonal conflict. The purpose of this study is to analyze the main concepts of the philosophy of educational psychology that underlie empathic education, including ontological, epistemological, and axiological dimensions, and to evaluate the implementation of empathic education in local and global contexts. The method used is the *Systematic Literature Review* (SLR) approach, by deeply examining various current academic literature, including scientific journals, books on the philosophy of educational psychology, and empirical research results from Indonesian and international contexts (Hanurawan, 2020; Gates & Curwood, 2023; Kolb, 1984). The results of the study show that empathic education requires a holistic philosophical framework, including the development of students' emotional, social, and moral perspectives. The ontological dimension examines the psychological and social realities of empathy; epistemology evaluates methods of measuring and developing empathy through empirical and narrative approaches; while axiology highlights the ethical value of empathetic education in creating an inclusive society. The study also highlights the successful implementation of empathetic education in countries such as Finland and its adaptation in Indonesia through local wisdom-based character education. This approach has proven effective in improving students' social competence and reducing social conflict. This article concludes that the philosophy of educational psychology provides an important conceptual framework in designing empathetic education that is contextual, transformative, and adaptive to Indonesia's socio-cultural dynamics.