Maulana Malik Ibrahim Islamic State University Malang (Indonesian: Universitas Islam Negeri Maulana Malik Ibrahim Malang, often UIN Malang or UIN Maliki) is an Islamic public university in Malang, Indonesia. As a state-operated university, it participates in the SNMPTN admissions system.One of the three state universities and many others in the city, it was originally founded as a branch of the Sunan Ampel State Islamic University Surabaya in 1965. It later separated into its own organization in 1997, and was formally made a university in 2004.
This study examines the effect of workload and work-life balance on employee job satisfaction, with adversity quotient as a mediating variable. The research is grounded in the Job Demands-Resources (JD-R) model, which explains how job demands, job resources, and personal resources shape employees’ work outcomes. A quantitative explanatory approach was employed, involving all 70 employees of BMT UGT Sidogiri Pusat as research respondents using a saturated sampling technique. Data were collected through structured questionnaires and analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS software. The findings indicate that workload and work-life balance do not have a significant direct effect on employee job satisfaction. However, adversity quotient significantly mediates the relationship between workload and job satisfaction, while it does not mediate the relationship between work-life balance and job satisfaction. These results suggest that employee job satisfaction is not solely determined by working conditions, but is also influenced by individual psychological resilience in coping with work demands. This study highlights the importance of strengthening employees’ adversity quotient as a personal resource to maintain job satisfaction, particularly in organizations with high job demands such as Islamic microfinance institutions
One of the policy strategies in the field of education is the Strengthening Character Education Program (PPK), which aims to develop students who possess strong character, noble morals, and personalities aligned with the values of Pancasila. This study aims to highlight how the PPK program is implemented in schools and to examine the evaluation models used. This research employs a qualitative approach with a library research design, using documentation study as the data collection method and content analysis techniques, along with a conceptual approach to obtain a comprehensive understanding. The findings indicate that integrating PPK into intracurricular, co-curricular, and extracurricular activities has been relatively effective. Students have begun to demonstrate character values such as religiosity, discipline, responsibility, and cooperation in their behavior. However, several challenges remain as obstacles in its implementation. In addition, the evaluation reveals that monitoring and evaluation processes have not yet been conducted systematically and consistently. Therefore, this study proposes five models that can be utilized for evaluating PPK programs in schools, namely: (1) CIPP Model; (2) Kirkpatrick Model; (3) Countenance Model; (4) Goal-Oriented Model; and (5) Discrepancy Model (Provus). With the existing supporting factors, the PPK program contributes to steering education toward a more integrative direction. This is because the PPK program promotes a shift in educational paradigms from a sole focus on academic achievement toward a more holistic approach; it supports curriculum and instructional development; fosters a conducive school culture and environment; and strengthens collaboration among schools, families, and communities
This study examines the relationship between psychological capital and role clarity with work engagement among staff at the Global English Educational Institution. Grounded in the Job Demands–Resources (JD-R) framework, psychological capital is conceptualized as a personal resource comprising self-efficacy, hope, optimism, and resilience, while role clarity represents a job resource reflecting employees’ understanding of responsibilities and expectations. A quantitative cross-sectional design was employed, involving 77 staff members, including teaching and administrative personnel, using a total sampling approach. Data were collected through standardized self-report questionnaires and analyzed using multiple linear regression. The findings indicate that psychological capital and role clarity are both significantly associated with work engagement (p < 0.05). Psychological capital demonstrated a stronger statistical contribution compared to role clarity. Simultaneously, both variables explained 43.9% of the variance in work engagement, indicating a moderate level of explanatory power. These results suggest that both personal and job resources are relevant factors linked to employees’ engagement levels. However, given the cross-sectional design and reliance on self-report data, the findings should be interpreted as correlational rather than causal. The study is also limited to a single institutional context, which may restrict generalizability. Overall, this study provides empirical support for the JD-R framework within an educational service setting and highlights the potential relevance of strengthening psychological capital and clarifying work roles, while emphasizing the need for further longitudinal and multi-context research.
This study proposes the construction of environmental fiqh language within Islamic boarding schools (pesantren) as an integrative framework to shape Generation Z characterized by tazkiyatun nafs, Sufi orientation, and psychological well-being. Employing a qualitative interpretative approach with a multi-site design across several pesantren in Indonesia, data were collected through limited participatory observation, semi-structured interviews, and document analysis. The data were analyzed using thematic-critical and religious discourse analysis. The findings demonstrate that eco-theological language in pesantren operates as a semiotic-performative system that not only transmits theological knowledge but also internalizes ecological values through daily practices. The integration of tawhid, environmental ethics, and spiritual practices fosters faith-based ecological awareness while strengthening students' self-regulation and emotional stability. The novelty of this study lies in formulating environmental fiqh language as a psycho-spiritual eco-systemic model that integrates linguistic, theological, and mental health dimensions into a coherent analytical framework. This model positions pesantren as a living laboratory for developing sustainability ethics grounded in Islamic spirituality. The study contributes to the advancement of pesantren-based eco-theosophy and offers an alternative paradigm in global sustainability discourse rooted in transcendental values.
The increasing reliance on digital technology in higher education has raised concerns about its potential impact on students’ academic behavior, particularly in relation to procrastination. Prolonged digital engagement may contribute to psychological exhaustion, which could interfere with students’ ability to effectively regulate their academic tasks. This study aimed to examine the association between digital burnout and academic procrastination among undergraduate students. A quantitative correlational design was employed, involving undergraduate psychology students at Universitas Islam Negeri Maulana Malik Ibrahim Malang. Data were collected using adapted and validated self-report instruments administered via an online survey. A total of valid responses were analyzed using descriptive statistics and Pearson correlation analysis. The results indicated that most students experienced moderate levels of digital burnout (60%) and academic procrastination (53%). A significant positive correlation was found between digital burnout and academic procrastination (R = 0.615, R² = 0.378, p < 0.001), suggesting that higher levels of digital burnout are associated with increased procrastination tendencies. These findings indicate that students experiencing greater digital fatigue may struggle more with initiating and completing academic tasks in a timely manner. In conclusion, digital burnout appears to be an important factor associated with academic procrastination, although it should be understood within a broader, multifactorial framework. Additional variables such as motivation, self-regulation, and learning environment may also play meaningful roles in shaping procrastination behavior. Further research using longitudinal or experimental approaches is recommended to better understand the directionality and underlying mechanisms of this relationship across diverse student populations and educational contexts globally.
