The focus of this research is to examine the relationship between body image and social acceptance towards the self-confidence of Instagram users. This study uses a correlational quantitative approach with data collection techniques utilizing interviews, questionnaires, and psychological scales in the form of Likert scales. The population and sample of this research are students S1 from the Faculty of Education and Psychology who are Instagram users. The validity test of this study is supported by the Statistical Product and Services Solutions (SPSS) version 26 using the Pearson product-moment formula. The instrument's validity is measured based on the correlation significance test > at a significance level of 5%. The research results show that body image, social acceptance, and self-confidence of Instagram users among undergraduate students of the Faculty of Education and Psychology at Universitas Negeri Semarang are in the moderate category. Body image and social acceptance have a relationship with self-confidence of 56%. The remaining percentage is influenced by predictors or other variables that were not examined in this study.

The widespread use of smartphones has given rise to the phenomenon of phubbing, where individuals prioritize their devices over face-to-face interactions. The purpose of this study is to explore phubbing as a communication ethics challenge and its impact on emotional well-being in personal relationships. The method used in this study is a literature review involving national and international indexed journals obtained through Google Scholar, Directory of Open Access Journals (DOAJ), and ERIC (Educational Resources Information Center), Taylor & Francis, Springer, Elsevier with a span of 2017-2024. The findings of this study reveal that phubing can have a negative impact on interpersonal relationships and individual psychological well-being. This behavior can damage communication, reduce the quality of personal relationships, and trigger psychological problems such as anxiety, depression, and feelings of loneliness. Therefore, interventions in guidance and counseling are needed to deal with phubbing more comprehensivel.

This article explores the phenomenon of culture shock experienced by new santri in pesantren in Semarang City and its implications for their adjustment process. This research uses a qualitative approach with a narrative study method, involving six new santri who were interviewed about their experiences when they first arrived at the pesantren. The results show that new santri often feel shocked and lonely due to the significant differences in the environment compared to their homes. They face challenges in managing their time, adapting to a busy routine, and interacting with new people. Support from peers and pesantren administrators proved important in helping them overcome culture shock. This article suggests the need for guidance and counseling programs to accelerate the adjustment process of new santri, and emphasizes that this experience can be a valuable lesson for them in facing new environments in the future.

Initial investigations revealed that the typical student experiences a diminished level of well-being. This research aims to delve into the happiness patterns among students, scrutinize the underlying factors, and ascertain methods for enhancing their happiness. Employing a phenomenological qualitative approach, the study elucidates that students perceive happiness subjectively. Additionally, it explores the determinants influencing student happiness and strategies for augmenting their well-being within the Islamic boarding school environment. Happiness is interpreted by students at the salafiyah/traditional Islamic boarding school as a feeling filled with togetherness, simplicity and oriented towards achieving the goals of the world and the hereafter. Factors that support the happiness of students from within are acceptance, openness, calmness, resilience, self-control and good time management. While the determinants of the happiness of students who come from the first environment are attachment and parental support, peer support and support from pesantren through kyai/ustadz. The article can significantly contribute to our understanding of students' lives in Salafiyah traditional Islamic boarding schools and has practical implications for enhancing the quality of education and student well-being in that context