Religiosity and Social Support as Predictors for Subjective Well-Being of Overseas Students during the Covid-19 Pandemic

Hikmawati, Fenti; Santika, Hermia; Hermawati, Nisa

doi:10.15575/psy.v9i1.18145

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Thohiroh et al (2019) show that the perception of social support from friends plays a significant role in subjective well-being at school. Hikmawati et al (2022) shows that religiosity and social support have a significant effect on subjective well-being.…”

Section: Harga Diri;mentioning

confidence: 99%

I am Closer to Friends, I Feel Worthy: Santri’s Peer-Attachment and Self-Esteem

Ringganis,

Darmayanti

2023

JPIB

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The environment in Islamic boarding schools makes students feel closer to their peers. When students have closeness with peers, they will feel good emotional attachment and affect their self-esteem. This study aims to determine the effect of peer-attachment on students' self-esteem. This study used a correlational quantitative approach. The participants were 174 students aged 12-19 years from Islamic boarding schools in the city of Palembang, obtained through a purposive sampling technique. Data analysis used a simple linear regression technique. This study found that peer-attachment affects self-esteem by ∆R2 = 3.96%. Therefore, teachers and pesantren authorities must pay attention to peer attachment to increase self-esteem among students, because good peer attachment will increase students' self-esteem. The results show a significant positive effect and emphasize that students who have attachment to peers can have a more positive self-assessment.

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Section: Harga Diri;mentioning

confidence: 99%

I am Closer to Friends, I Feel Worthy: Santri’s Peer-Attachment and Self-Esteem

Ringganis,

Darmayanti

2023

JPIB

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“…Character development is expanded in the form of character education (Santoso et al, 2020). Meanwhile, character education is an investment in cultural values that builds character, morality and the personality of the community which is carried out in a long, continuous, intense, constant and consistent manner (Hikmawati et al, 2022).…”

Section: B Literature Reviewmentioning

confidence: 99%

Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia

Sarbini

2022

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This article seeks to examine how the implementation of moral education is presented in elementary schools (SD, SMP, and SMA) in the midst of a society that has changed from an agricultural society to an industrial society. This study aims to understand how the cognitive, affective, and psychomotor aspects of students in the implementation of religious moral values are presented in schools. This study uses a qualitative method with a descriptive approach. The data collection technique taken was observation, interviews with students from primary schools (elementary, junior high and senior high schools) in the Sumberjaya District, Majalengka Regency. This study found that the religious moral values presented in schools were still transfer of knowledge and religion in the aspect of cognition, only a small portion were in the affective and psychomotor aspects. Second, the socio-economic conditions of the family are part of the background for moral value education which is not optimally absorbed into the affective and psychomotor aspects. Third, the condition of the social environment has a big contribution in shaping student orientation, where religious moral values do not become a control rope for students in carrying out social interactions in society. This study concludes that the implementation of religious moral values in education in schools has a clash with family awareness in supporting education, learning models that are still limited to the transfer of knowledge, and the social environment of society.

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“…First, it poses a danger of intolerance, arrogance, and disrespect for others. Second, it has intrinsic weaknesses because it assumes a concept of truth that is entirely logical and a non-critical attitude arising from naivety (Hikmawati et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Religious Attitudes and Radical Behavior of Islamic Boarding School Students

Sarbini

Dulkiah

2023

psy

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Previous studies on radicalism among Islamic school students mostly focused on those residing in boarding schools. However, some students did not reside in the boarding school but usually participated in radicalism as "non-resident students". This study aimed to examine the influence of religious attitudes on radical behavior among non-resident students. A quantitative correlational approach was used and involved 100 subjects aged 12-20 years from 10 boarding schools in Cirebon Regency, West Java. The results showed that religious attitudes significantly influenced radical behavior of non-resident students, with a contribution of 32%.

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Religiosity and Social Support as Predictors for Subjective Well-Being of Overseas Students during the Covid-19 Pandemic

Cited by 3 publications

References 8 publications

I am Closer to Friends, I Feel Worthy: Santri’s Peer-Attachment and Self-Esteem

I am Closer to Friends, I Feel Worthy: Santri’s Peer-Attachment and Self-Esteem

Adaptation of Religious Moral Values in Elementary School Education in the West Java Region, Indonesia

Religious Attitudes and Radical Behavior of Islamic Boarding School Students

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