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Academic stress has become a significant psychological issue among university students, particularly during periods of high academic pressure such as examinations, intensive coursework, and academic performance demands. Excessive academic stress may negatively affect students’ psychological well-being, learning motivation, and academic performance. This study aims to explore in depth the experiences of academic stress and psychological responses among students during periods of high academic pressure. A qualitative descriptive approach with a phenomenological perspective was employed to capture students’ lived experiences. Data were collected through in-depth semi-structured interviews with six student participants selected using purposive sampling. The data were analyzed using thematic analysis, involving open, axial, and selective coding to identify emerging themes. The findings reveal that the main sources of academic stress include excessive academic workload, time management difficulties, high self-expectations, and external academic pressures. Students experienced varying levels of stress ranging from mild to severe, manifested through psychological responses such as anxiety, emotional instability, mental fatigue, decreased concentration, and reduced motivation. The study also found that students applied diverse coping strategies, including adaptive strategies such as time management, seeking social support, and self-reflection, as well as maladaptive strategies such as procrastination and emotional withdrawal. These findings highlight that academic stress is a complex and subjective experience influenced by individual perceptions and coping capacities. The study implies the importance of supportive academic environments and accessible mental health services in higher education institutions to promote students’ psychological well-being and resilience. The results may serve as a reference for developing preventive and promotive mental health programs for students facing academic stress..    

The goal of this community service (PkM) program is to provide Emotion Management training to the PKK mothers to enhance their understanding of the importance of self-compassion related to emotions, in order to support physical and mental health. The training includes relaxation techniques, effective communication, and problem-solving that help individuals manage their emotions in daily interactions. Relaxation techniques are used to improve subjective well-being and promote a healthy lifestyle that benefits both themselves and their environment. Most of the PKK mothers in RT.02/RW.05 of Kelurahan Gemah are housewives who face pressures from family and social environments. Emotional management is crucial to prevent negative impacts on mental health, which can affect both the family and the community. Therefore, the PkM team from the Faculty of Psychology conducts training to help the mothers manage their emotions. The training activities include lectures, storytelling, games, and discussions. As a result, there was a 40% improvement in their understanding of emotion management. Through this training, it is hoped that the mothers will find it easier to control their emotions, focus, and better understand themselves and their environment, thus enabling them to overcome challenges in their daily lives.  

Early childhood development (0–6 years) is a critical period that shapes a child’s physical, cognitive, socio-emotional, language, and moral growth. The family, as the first educational environment, plays a vital role in shaping the child’s character and adaptive skills, particularly through parent–child interactions. In Muslim communities, child-rearing focuses on not only psychological aspects but also reinforcing religious values through Islamic Parenting, which is based on the principles of rahmah (compassion), uswah (exemplary behavior), guidance, and ‘adl (justice), as outlined in the Qur’an and Hadith. This study uses a qualitative literature review to analyze the role of Islamic Parenting in early childhood development, highlighting the significance of these values. The review shows that Islamic Parenting plays a crucial role in optimizing children’s holistic development, including cognitive, social, emotional, moral, and spiritual aspects. Key components of this model include parental exemplification, compassion, religious education, positive behavior habituation, and cognitive stimulation through educational interactions. This model can be implemented through daily practices such as prayers, storytelling, and character reinforcement. In conclusion, Islamic Parenting fosters not just biological caregiving but also character, morality, and spirituality, preparing children for contemporary challenges.

Early childhood development screening is an important effort to ensure optimal development during a child's golden age, which includes physical, motor, language, cognitive, and socio-emotional aspects. Early Childhood Education (PAUD) teachers play a key role in implementing early detection, given their intensive interaction with children during learning activities. However, early detection in PAUD institutions faces challenges such as limited teacher competencies, non-standardized screening instruments, and suboptimal cross-sector collaboration. This study aims to examine the role of teachers in early childhood development screening at RA Arrahmah using a qualitative approach and case study. Data were collected through observations, in-depth interviews, and documentation with the head of RA and class teachers during October-November. The results show that teachers have carried out early detection in an integrated manner through continuous observations. However, the use of standardized screening instruments has not been optimal and still relies on informal observations. Major challenges include limited training, individual observation time, and the lack of a structured early detection program. This study concludes that strengthening teacher competencies, integrating early detection into institutional policies, and enhancing collaboration with parents and healthcare professionals are necessary to optimize early childhood development screening sustainably.

This research is motivated by attention to the phenomenon of verbal violence which is increasingly common and often occurs without realizing it or is not guaranteed now. The emergence of verbal violence is very detrimental, both from the virtual world or social media and the real world by intimidating people by using harsh words. This research aims to analyze and identify Abuse Verbal Actions from a Hadith Perspective. Making fun of, criticizing, or ridiculing, giving bad titles, looking for other people's faults, and backbiting each other are abusive verbal behaviors, these actions have serious impacts such as disrupting self-confidence, mental disorders,increasing the risk of suicide, creating hostility and revenge, stress, eating and living disorders, and emotional instability. Hence, it is crucial for us to be mindful of our words, express love, and consistenly engage in constructive actions, both in the digital realm and the physical world. This imvolcus practicing prayer, cultivating patience, appreciating prayer, cultivating patience, appreaciating the diversity in human character, and maintaining a constant awareness of Allah SAW. This research uses library research with a qualitative descriptive approach so that conclusions can be drawn more comprehensively and integratively.

Transformational leadership has a strong and positive impact on employee performance across various organizational sectors. This leadership style, which is based on four main dimensions—Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration plays a very important role in creating a shared vision, driving high internal motivation, and producing positive change. Research shows that this positive influence is often affected by factors such as commitment to the organization, job involvement, and organizational behavior. By encouraging employees to put aside personal interests to achieve collective goals, transformational leaders enhance effectiveness, productivity, and the quality of work outcomes. Bass's theory (1985) states that this leadership style drives performance beyond normal expectations. The conclusion of this study emphasizes that the application of transformational leadership style is crucial for organizational management in efforts to improve the quality of human resources. Companies are advised to conduct leadership training that focuses on developing emotional intelligence and visionary communication skills for managers.

Student resilience is an essential capacity for coping with academic, social, and psychological challenges in educational settings. One of the external factors that plays a significant role in fostering resilience is social support. This study aims to analyze the role of social support in enhancing student resilience from the perspective of Islamic educational psychology. This research employed a library research approach by reviewing and synthesizing relevant journal articles and scholarly books published between 2021 and 2025 related to social support, student resilience, and Islamic educational psychology. Data were analyzed using content analysis and thematic analysis of previous research findings. The results indicate that social support derived from family, teachers, peers, and the school environment functions as a protective factor that enhances students’ adaptive abilities, emotional regulation, and resilience in facing academic pressures. From the perspective of Islamic educational psychology, social support is integrated with Islamic values such as ukhuwah (brotherhood), ta’awun (mutual assistance), sabr (patience), and tawakkul (trust in God), which strengthen students’ resilience in a holistic manner, encompassing both psychological and spiritual dimensions. This study contributes theoretically to the development of Islamic educational psychology and provides practical implications for educational institutions in creating supportive and value-based learning environments.

This study aims to describe the forms of emotional trauma experienced by adolescent victims of verbal violence in Tuntungan Village 1. The study used a qualitative approach with a case study method on three adolescents who were purposively selected based on their experiences of verbal violence in their family environment. Data collection techniques included in-depth interviews, participant observation, and documentation to obtain a comprehensive picture of the psychological condition of the research subjects. The obtained data were then analyzed descriptively qualitatively through the processes of reduction, presentation, and drawing conclusions. The results of the study indicate that verbal violence has a significant impact on the emotional health of adolescents, including decreased learning motivation, the emergence of withdrawal behavior from social environments, and the loss of a sense of security and comfort within the family. In addition, harsh, demeaning, and repetitive family communication patterns form a negative self-concept in adolescents, which has the potential to affect personality development and social relationships in the future. The findings of this study emphasize the important role of families, schools, and communities in creating a supportive environment, as well as the need for preventive efforts and psychosocial interventions to prevent and address emotional trauma in adolescents on an ongoing basis.

The process of Christian Religious Education for early childhood must be aligned with children’s cognitive, emotional, social, and spiritual development. One of the main challenges in this learning process is interpreting biblical stories accurately while maintaining simplicity and relevance for young learners. This study aims to examine the role of hermeneutics in understanding and interpreting biblical narratives used in Christian Religious Education for early childhood. The research employs a qualitative approach through a literature review of hermeneutical studies, biblical texts, and scholarly works on early childhood Christian education. The findings indicate that narrative hermeneutics enables educators to interpret biblical texts contextually while translating theological messages into pedagogically appropriate stories for children. Through a hermeneutical approach, learning becomes more meaningful, reflective, and transformative, fostering deeper spiritual understanding in early learners. Furthermore, hermeneutics helps educators bridge the gap between the theological content of the Bible and the everyday experiences of Christian children. In conclusion, hermeneutics functions as a strategic tool in delivering biblical messages in ways that are developmentally appropriate, spiritually enriching, and relevant to the lives of early childhood learners within Christian education contexts.

This study analyses the synergy between teachers and parents through a home visit programme at Jenu Islamic Junior High School in supporting student learning assistance. A descriptive qualitative method was applied with data collection techniques through in-depth interviews, participatory observation, and documentation studies conducted over three months. The results show that the home visit programme, conducted regularly every three months, has succeeded in building effective collaboration between educators and parents in supporting student learning. Home visits not only strengthen the emotional bond between the school and families, but also enable teachers to understand the learning conditions of students directly in their home environment. This programme has had a significant impact on improving student motivation, attendance, and discipline. Despite facing obstacles such as scheduling difficulties and ethical challenges for female teachers in visiting the homes of male parents, the personalised approach applied in this programme proved to be capable of creating a more inclusive and sustainable educational environment. The home visit programme has become an effective mentoring model for improving the holistic academic and character development of students based on Islamic values.

Bullying remains a critical issue in elementary school environments and significantly affects students’ social-emotional development. The lack of confidence among students to report negative experiences often results in bullying cases remaining undetected. This study aims to describe the implementation of Padlet as a reflective digital tool to encourage students’ self-expression and to analyze students’ reflections as indicators of a safe and supportive learning climate. This research employed a descriptive qualitative approach involving 14 sixth-grade students at SD Negeri 3 Demulih. Data were collected through reflective Padlet posts, activity documentation, and thematic deductive analysis based on the Aggression Continuum Theory. The findings reveal three categories of social interaction: (1) high-risk behaviors related to dominance and indicators of bullying, (2) medium-risk interactions involving verbal teasing normalization and ambiguous conflicts, and (3) low-risk interactions indicating positive peer relations and social needs. Padlet proved effective as a safe digital space for students to express emotional experiences anonymously and facilitated early identification of potential bullying. These results highlight the importance of utilizing reflective digital platforms to foster preventive, inclusive, and psychologically secure classroom environments.

This study explores how Generation Z constructs work values and meaning in modern organizations shaped by digitalization and social transformation. Using a qualitative phenomenological approach under a social constructivist paradigm, the research investigates the lived experiences of young professionals in the digital, creative, and startup sectors. Data were collected through in-depth interviews and non-participant observation and analyzed using thematic analysis (Braun & Clarke, 2006; Moustakas, 1994). Findings show that Generation Z defines work through three interrelated dimensions: (1) intrinsic motivation grounded in personal purpose and self-expression, (2) redefined productivity emphasizing creativity and emotional balance rather than quantitative output, and (3) job satisfaction derived from inclusive culture and adaptive leadership. These results support Self-Determination Theory (Deci & Ryan, 2000) and Social Constructionism (Berger & Luckmann, 1966), showing that work meaning is socially constructed rather than objectively given. Overall, the study concludes that for Generation Z, work represents not merely economic activity but a medium for identity, contribution, and personal growth, urging organizations to embrace meaning-centered and value-driven leadership to enhance engagement and fulfillment.

The transition period from adolescence to early adulthood is marked by a search for identity and life direction, which often triggers a quarter-life crisis among Gen Z students. This qualitative research with a case study approach explores how peer social support helps Gen Z students navigate the quarter-life crisis in the Social Youth Community. The findings reveal that students experience seven dimensions of the quarter-life crisis: difficulty in making decisions, loss of hope, negative self-perception, feeling stuck, restlessness, psychological stress, and excessive anxiety. Peer social support is manifested in three ways: affective assistance through empathetic listening, informative support through advice and guidance, and tangible help through physical presence and time commitment. The perceived benefits include feeling valued, emotional strength through care and affection, peace of mind that reduces restlessness, and an understanding of friendship networks that foster optimism. This research contributes to the development of a peer-based mentoring approach in higher education to effectively help Gen Z cope with the quarter-life crisis.

Inclusive education requires learning approaches that are not solely oriented toward academic achievement but are also capable of supporting the psychomotor and emotional development of students with special needs, including those with mild intellectual disabilities. Students with mild intellectual disabilities commonly experience limitations in motor coordination, emotional regulation, and attention focus, which necessitate adaptive, holistic, and experiential learning strategies. This study aims to describe the implementation of contemporary dance as an art therapy approach in supporting the psychomotor and emotional development of students with mild intellectual disabilities in an inclusive school setting. The study employed a quantitative approach using a Single Subject Research (SSR) method with an A–B–A design. The research subject was one ninth-grade student with mild intellectual disability at SMPN 1 Karangtengah. Data were collected through systematic observation during the baseline-1 (A-1), intervention (B), and baseline-2 (A-2) phases, using indicators of psychomotor and emotional development. The results showed improvements in motor coordination, movement fluency and balance, imitation ability, attention focus, and emotional expression during the intervention phase. In the baseline-2 phase, most of the acquired abilities were maintained despite the termination of the intervention, indicating stability in behavioral changes. These findings suggest that contemporary dance as an art therapy approach has the potential to serve as a relevant and effective pedagogical-therapeutic strategy in supporting the psychomotor and emotional development of students with mild intellectual disabilities. The implications of this study indicate that contemporary dance can be integrated into arts learning or Individualized Education Programs as a humanistic learning alternative oriented toward students’ developmental needs within inclusive education contexts.

Social media has become an alternative space for emotional expression among university students, particularly as a medium for sharing personal problems or emotional distress. This study aims to examine the effect of social media use as a venting platform on the mental health of students at STAIN Mandailing Natal. A quantitative associative research design was employed, involving 25 fifth-semester students as respondents. Data were collected using a Likert-scale questionnaire measuring the intensity of social media venting behavior and mental health indicators, including stress, anxiety, mood, and self-confidence. The data were analyzed using descriptive statistics and inferential tests, including correlation and simple linear regression. The findings indicate that social media use as a place for venting has a significant relationship with students’ mental health. Positive responses received through social media tend to improve emotional well-being, while negative responses may increase stress and anxiety levels. These findings suggest that social media can function both as a supportive and risky environment for students’ mental health, depending on how it is used. Therefore, students are encouraged to use social media wisely, and educational institutions are advised to provide mental health literacy and guidance related to healthy social media use.

The purpose of this study was to determine how puzzle games affect the problem-solving abilities of early childhood children. This study used quantitative methods and a quasi-experimental design. The study involved children aged 4 to 6 years from various early childhood education institutions (PAUD). Purposive sampling was used to collect samples. Data were collected through pre-tests and post-tests of problem-solving abilities and observations of children's behavior while playing puzzles. Logical thinking, creativity, concentration, focus, use of problem-solving strategies, and willingness to learn were all metrics used for assessment. To determine the differences in abilities before and after treatment, the collected data were analyzed statistically. The results of the study showed that puzzle game intervention improved children's problem-solving abilities. Children learned to identify problems, make plans for solutions, and work independently. In addition, it was proven that puzzle games as a learning medium were more effective with the help and guidance of teachers and parents. According to this study, puzzle games are an effective tool for developing the cognitive, social, and emotional abilities of early childhood.

Academic stress is one of the main challenges experienced by postgraduate students due to complex academic workloads, such as thesis writing, scientific publications, work demands, and personal roles. This condition can trigger emotional exhaustion, decreased concentration, anxiety, and burnout. This study used the Systematic Literature Review (SLR) method to analyze the role of mindfulness as a stress management strategy in college students. The literature analyzed included studies from 2020–2025 that examined the relationship between mindfulness and academic stress, including interventions based on Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT). The study results showed that mindfulness has a significant effect on reducing academic stress, improving emotional regulation, learning focus, sleep quality, and psychological well-being. Mindfulness also helps students build resilience and develop adaptive mindsets in dealing with academic pressure. These findings confirm that mindfulness can be an effective and applicable strategy in supporting the mental health of postgraduate students.

Sleep quality is a crucial component of health and overall well-being among older adults, as the aging process is commonly associated with various physiological, psychological, and environmental changes that may significantly disrupt normal sleep patterns. Declining bodily functions, increased health problems, and changes in daily routines often contribute to sleep disturbances in later life. This literature review aims to analyze the factors influencing sleep quality in the elderly by synthesizing findings from relevant national and international studies published in recent years. Various factors were identified, including physiological conditions such as chronic diseases, pain, and hormonal changes; psychological factors such as anxiety, depression, stress, and cognitive decline; lifestyle-related factors such as levels of physical activity, dietary habits, medication use, and caffeine consumption; and environmental aspects including noise exposure, lighting conditions, temperature, and overall bedroom comfort. The reviewed literature consistently indicates that poor sleep quality is strongly associated with impaired physical health, reduced cognitive function, increased fatigue, and decreased emotional well-being in older adults. This review highlights the importance of comprehensive, multidisciplinary interventions that address both intrinsic and extrinsic determinants of sleep to effectively improve overall sleep quality among elderly populations.

This parenting seminar was designed to increase parents' capacity to understand and implement integrative holistic parenting, encompassing education, health, nutrition, and psychosocial aspects of children. An integrative holistic approach is considered important because child growth and development are influenced not only by formal education but also by health conditions, adequate nutrition, and emotional and social support from the family environment. This activity aims to provide comprehensive education to parents so they can carry out their parenting role optimally and sustainably. The activity was implemented using an interactive seminar method involving the delivery of material by competent speakers in the fields of childcare, education, and health, accompanied by discussions and a question-and-answer session that encouraged active participant participation. The material presented focused on understanding the concept of integrative holistic parenting, strategies for implementing positive parenting patterns, and the role of parents in supporting children's physical, emotional, social, and cognitive development. The results of the activity showed a significant increase in parents' knowledge, understanding, and attitudes regarding the importance of comprehensive and integrated parenting. Parents became more aware of their role as key figures in shaping character and optimizing children's potential from an early age. This seminar made a real contribution in equipping parents to be able to create a healthy, safe, and supportive parenting environment. This activity is expected to become a model for developing parental capacity in a sustainable manner with an integrative holistic approach as the key to successful child growth and development.

Learning and teaching from the perspective of the Qur'an are not only understood as intellectual activities, but also as spiritual, emotional, and moral processes that shape the whole human personality. Learning is an obligation for every individual to develop their human potential and get closer to Allah SWT, while teaching is seen as worship and a social responsibility in spreading knowledge and good values. This study aims to examine the interpretation of the verses of the Qur'an related to the obligation of learning and teaching, namely QS. At-Taubah: 122, QS. Al-Ghasiyah: 17–20, QS. Al-'Ankabut: 19–20, QS. Al-Qalam: 1–4, and QS. Al-'Alaq: 1–5. The method used is a literature study with a thematic interpretation approach (maudhu'i). The results of the study indicate that the obligation of learning and teaching is lifelong (long life education) and is an important foundation in building an Islamic civilization that is moral, knowledgeable, and competitive.