Current classroom management in Indonesian pesantren often overlooks psycho-spiritual dimensions needed to mitigate academic stress, and empirical data on faith-based interventions is lacking. This quasi-experimental study aimed to evaluate the impact of a structured eight-week Islamic psycho-education intervention on student engagement and academic stress levels. Using a pretest–posttest non-equivalent control group design, participants were 60 pesantren students selected through purposive sampling. The experimental group received an Islamic psycho–education–based classroom management intervention integrated into routine instructional activities, incorporating the muhasabah technique and reflective learning journals grounded in selected Qur’anic verses. Data were collected using the Student Engagement Scale (SES) and the Depression, Anxiety, and Stress Scales (DASS-21). MANCOVA analysis revealed that the intervention significantly increased student engagement (mean difference = +12.4, p < 0.01) and reduced academic stress (−9.7, p < 0.05) compared to controls. Specifically, the integration of tawakal and tazkiyah emerged as a dominant predictor of reduced anxiety (β = −0.42, p = 0.003). This study advances educational and Islamic psychology by empirically supporting the integration of Islamic spiritual constructs into psycho-educational interventions. In practice, the findings support the use of structured Islamic psycho-education in pesantren classroom management and student counseling, offering a culturally responsive model for policy and curriculum development in faith-based education.

In the midst of structural transitions within Indonesia’s civil service system, ASN-PPPK Lecturers face unique psychological challenges, including contractual uncertainty, administrative pressure, and disparities in remuneration. These stressors threaten their subjective well-being (SWB), which is essential for professional performance and institutional resilience. This study aims to analyze the influence of gratitude, forgiveness, Islamic personality, and social support on the SWB of ASN-PPPK Lecturers. Using a quantitative correlational design, the study involved 401 respondents selected through purposive sampling. Data were analyzed using multiple regression via JASP version 0.95.3.0. The results indicated that forgiveness, Islamic personality, and social support had a significant influence on SWB, while gratitude exhibited a positive but statistically insignificant effect. These findings implied that internalized Islamic values and interpersonal resources played a more critical role in sustaining lecturers’ well-being than individual emotional appreciation alone under structurally constrained conditions. Therefore, universities are encouraged to develop institutional policies that strengthen social support systems, foster forgiveness-based conflict management, and integrate Islamic personality development into lecturer mentoring and well-being programs. From the perspective of Islamic psychology, this study underscores the importance of contextualizing spiritual constructs within structural realities. It supports the advancement of integrative models of well-being that combine faith-based values with organizational interventions.

Some college students are described as experiencing schadenfreude toward their peers. Schadenfreude is caused by personality and demographic factors. This study aims to examine the influence of agreeableness, extraversion, and demographic factors on schadenfreude among Indonesian university students. Data were collected through self-report questionnaires using the Schadenfreude Scale (SS) and the Big Five Personality Inventory (BFI), administered to 207 university students in Yogyakarta, Indonesia. Multiple regression analysis was employed to analyze the data. The results indicated that agreeableness, age, duration of study, and gender significantly influenced students' experiences of schadenfreude, while extraversion did not have a significant effect. Additionally, the findings revealed that male students tended to have higher schadenfreude scores compared to female students. Older students also reported lower levels of schadenfreude than their younger counterparts. The higher the duration of study, the more schadenfreude will also increase. These findings provide vital insights for the field of social psychology in an educational context, particularly in developing educational and psychological strategies to understand and manage the dynamics of negative emotions among students, thereby fostering more empathetic and emotionally intelligent learning environments.

Intensive academic activities often lead to burnout, driving students to sacrifice sleep. This behavior reflects ghuluw ‘amaly (excessive behavior) by neglecting well-being, which results in significant psychological and physical impacts, including reduced resilience and motivation, brain dysfunction, and impaired sleep quality. This study aimed to investigate the correlation between academic burnout and sleep quality among psychology students at Universitas Muhammadiyah Bandung, integrating both physiological and Islamic perspectives. A mixed-methods approach was applied, combining a quantitative correlational method with library research. Data were collected through proportionate stratified random sampling, involving 204 psychology students (M = 21; SD = 1.08), who were assessed using the Academic Burnout Scale and the Sleep Quality Scale. Data were analyzed with the Pearson product-moment correlation test. The results indicate a significant moderate negative correlation between academic burnout and sleep quality (r = -.541; p < .01). Moreover, academic burnout at low and high levels was equally distributed among students, with 50% (n = 102) and 56% (n = 115) reporting poor sleep quality. This finding reflects that higher levels of academic burnout are associated with poorer sleep quality, while lower levels of burnout are linked to better sleep quality. These findings highlight the importance of avoiding excessive behavior and maintaining tawazun, which refers to striking a balance between academic responsibilities and personal well-being, thereby preventing academic burnout and improving sleep quality.

Mothers with special needs children carry many burdens in raising their children, such as psychological, emotional, and family burdens. The burdens felt will certainly affect the mothers' happiness. Several factors can enhance the happiness of mothers with special needs children, including taqwa and psychological capital. This study examined psychological capital as a mediator of taqwa on the well-being of working mothers with special needs children in Pekanbaru, Riau. This research was conducted on working mothers with special needs children, involving 145 respondents. Path analysis employed JASP 0.18.3 assistance. The results indicated that taqwa and psychological capital directly and significantly affected the well-being of working mothers with special needs children. However, psychological capital cannot be considered a perfect mediating variable (z=0.662; p < 0.001). This study implies that taqwa and psychological capital are significant in enhancing well-being; thus, it is recommended that both variables be improved among working mothers with special needs children to enhance their well-being.

This study explores how the concept of positive education is perceived and implemented by leaders and teaching staff at the non-formal educational institution Edufic. Positive education integrates the principles of positive psychology into the learning process to enhance students’ well-being, learning motivation, and academic achievement. Using a qualitative ethnographic design, data were collected through in-depth interviews and participatory observation and then analyzed using Spradley’s model, which includes semantic, domain, taxonomic, componential, and thematic analyses. Data validity was ensured through triangulation until saturation was reached. The findings revealed that positive education at Edufic is designed to develop Islamic literacy through the integration of the UK and Al-Azhar curricula, with a focus on promoting positive emotions. The concept is perceived through six main sub-domains: (1) happiness, love of learning, optimism, flow, and enthusiasm; (2) curiosity and interest; (3) support, empathy, acceptance, and appreciation; (4) purposeful and systematic behavior; (5) productivity, motivation, and success; and (6) monotheism and piety. The integration of Islamic values expands the meaning of each PERMA+I domain—Positive Emotion, Engagement, Relationship, Meaning, Accomplishment, and Islamic Value through concepts such as tawhid, akhlaq, and worship. Overall, Edufic’s system does not adopt a secular view that separates knowledge from religion; rather, it integrates Islamic values as the essence of faith and moral beauty within the PERMA model. Thus, the adaptation of the PERMA+I model bridges Western positive psychology with Islamic spirituality, creating a holistic, contextual, and transcendental framework for positive education in non-formal settings.

Living away from home have various challenges that may influence college students’ subjective well-being. There are different protective and risk factors can influence the well-being. In this study, we considered stress as the risk factor while social support as the protective factor. The relationship between social support and stress on the subjective well-being of students living away from home can be facilitated by other variables, one of which is grit. This study investigated how grit as mediator in the relationship between social support and stress on the subjective well-being of students living away from home. Participants involved in this tudy were 262 university students. The analysis used included tests of normality and multicollinearity assumptions and mediation hypothesis testing with 5000 bootstrapping resampling. Results showed that the subjective well-being is positively correlated with social support and grit, and negatively correlated with stress. Furthermore, grit is able to mediate the influence of social support and stress on subjective well-being. Recommendation for further research are offered, including increasing sample size, involving more diverse demographics, and incorporating other psychological variables to clarify and increase the complexity of this model.

This study explores the link between innovation capacity and organizational learning in post-conflict educational settings, focusing on Sukma Bangsa schools in Aceh, Indonesia. It examines how these schools overcome challenges to implement innovative practices that enhance learning outcomes. Using qualitative data from interviews, surveys, and observations, the research highlights collaboration, community engagement, and flexible teaching methods as key drivers of innovation. Despite obstacles like resource shortages and trauma, the schools effectively adapt, fostering resilience and creativity. The findings offer broader insights into how organizations in post-conflict contexts can strengthen innovation to improve performance. Beyond education, the study provides lessons for sectors like healthcare, where similar dynamics may apply. By identifying strategies for adaptation, it underscores the value of an innovation-friendly culture in overcoming adversity. This research contributes to understanding the relationship between learning and innovation in conflict-affected environments, offering practical guidance for policymakers and practitioners seeking to enhance resilience in post-conflict recovery efforts

Young lecturers often face challenges at the start of their careers, including the demands of the Tridharma of Higher Education (research publications, teaching load, and community service), financial uncertainty, and heavy administrative burdens, which also impact their mental health. This study aims to investigate the role of resilience, mediated by perceived social support, on mental health. A cross-sectional study design was used with 170 young lecturers in Indonesia as participants. Using the Connor Davidson Resilience Scale (CD RISC) for Resilience, Mental Health Inventory (MHI-18) for Mental Health, and the Multidimensional Scale of Perceived Social Support (MSPSS) for Social Support. Preliminary analyses, including correlation, were conducted to confirm the relationships between the study variables. These tests established a significant total effect of Resilience, Social Support, and Mental Health. Next, Mediation analysis using bootstrapping was used as the analysis method through the PROCESS model 4 of SPSS v27.0 software. Results from the regression analysis revealed that Resilience (X) had a significant and positive total effect on Mental Health (Y). Further analysis testing the role of Social Support (M) revealed that it partially mediated this relationship. Resilience impacts Mental Health through two distinct pathways: (1) a significant direct effect (Resilience to Mental Health) and (2) a significant indirect effect (Resilience → Social Support → Mental Health), where Resilience enhances Social Support, which in turn improves Mental Health. Therefore, these findings offer valuable insights for institutions to enhance the well-being of young lecturers in Indonesia through systemic interventions, such as fostering a supportive work climate, implementing structured research mentoring programs between senior and junior lecturers, and promoting work-life balance.