Ananda: Jurnal Pendidikan Anak dan Remaja

Spiritual Bypass in Parenting: Implications for Silent Struggle and Adolescent Emotional Regulation in the Perspective of Islamic Psychology

Nur Ain Safiah — 2026-10-16

This study aims examines the concept of spiritual bypass in parenting through the lens of Islamic psychology, along with its implications for adolescents' silent struggle and emotional regulation. The research employs a qualitative literature review using a conceptual-analytical approach, aimed at exploring contemporary and original references pertaining to spiritual bypass, silent suffering, adolescent mental health, emotion regulation, and Islamic parenting. Based on the findings, spiritual bypassing in parenting frequently manifests through the interpretation of grief as an indicator of insufficient faith, the substitution of emotional support with hasty moral judgments, and the premature termination of emotionally meaningful conversations. Adolescents who encounter such parenting patterns tend to feel insecure about expressing their inner feelings within the home environment, thereby becoming inclined to suppress emotions such as fear, anger, and grief. Over time, these tendencies risk giving rise to silent struggle, a condition characterized by unreported and untreated psychological distress. The study further reveals that when adolescents are repeatedly discouraged from openly expressing their emotions, their capacity for emotion regulation gradually deteriorates. In contrast, Islamic psychology offers a more balanced framework by integrating reason, heart, and inner equilibrium, which naturally fosters self-regulating qualities grounded in gentleness and compassion. This article contends that effective Islamic parenting ought to incorporate rahmah and communicative empathy in responding to children's emotions, rather than employing spirituality as a mechanism of avoidance, so that religious guidance may serve as a source of healing rather than a barrier to emotional expression. Toward the end of the article, a set of practical recommendations is presented for families, educators, and counselors who work directly with Muslim adolescents.

Analysis of the Role of Nutritious Food Programs in Improving the Quality of Students

Nurlita Amelia — 2026-09-16

This study aims to analyze the role of the Nutritious Food Program (MBG) in improving the quality of students through the fulfillment of nutritional needs that support health and the learning process. The method used is library research by examining various scientific sources, such as journals, books, and documents related to school nutrition programs. The data obtained were analyzed descriptively to identify the relationship between nutritional fulfillment and student quality. The results of the study show that the Nutritious Food Program has a positive impact on students' health, especially in helping to meet daily energy and nutritional needs. Good nutritional conditions support increased concentration, memory, cognitive abilities, and student participation in learning activities. In addition, this program plays a role in reducing the risk of health problems, such as malnutrition, anemia, and stunting that can affect children's physical and intellectual development. The MBG program also encourages the formation of healthy living habits from school age through better food consumption patterns. Thus, the Nutritious Food Program is one of the effective strategies in supporting the improvement of the quality of students, both in terms of health and learning achievement, so that it can contribute to the creation of a healthy, intelligent, and quality generation.

Fine Motor Urgency as the Foundation of Early Childhood School Readiness

Alif Hanifah — 2026-09-16

Fine motor skills are a critical component of early childhood development that directly underpins school readiness. However, their stimulation in Indonesian early childhood education (PAUD) institutions remains inconsistent and non-systematic. This study aims theoretically examines urgency of fine motor development as a foundation for early childhood school readiness through a library research approach. Primary data were drawn from three developmental psychology texts by Santrock , Hurlock , and Gallahue & Ozmun while secondary data were sourced from Scopus and SINTA 1–3 indexed journals published between 2020 and 2025. Data were analyzed through content analysis combined with literature synthesis. The findings reveal that fine motor skills operate through three sequential pathways: strengthening social-emotional readiness, enhancing cognitive coordination and concentration, and forming the biological prerequisite for beginning writing ability. These developmental processes are grounded in Vygotsky's Zone of Proximal Development, Piaget's sensorimotor theory, and Gesell's biological maturation theory, respectively. This study affirms that structured fine motor stimulation constitutes a long-term investment in children's school readiness. Practically, these findings urge PAUD educators and policymakers to integrate structured fine motor stimulation programs into the early childhood curriculum as a non-negotiable foundational priority.

Math Anxiety Reviewed From Meaningful Learning Through Role Playing

Izza Lailatul Rohmah — 2026-09-16

Mathematics anxiety is one of the psychological factors that can influence students’ engagement, confidence, and performance in mathematics learning. Learning approaches that are contextual, interactive, and connected to students’ real-life experiences are therefore needed to create a more supportive mathematics learning environment. This study aims to describe students’ mathematics anxiety through the implementation of meaningful learning using role-playing activities. This research employed a descriptive qualitative approach integrated with Classroom Action Research (CAR), which was conducted through several cycles consisting of planning, action, observation, and reflection. The subjects were seventh-grade students at a junior high school in Blitar Regency. Data were collected through classroom observations, mathematics anxiety questionnaires, student responses, and learning achievement tests. The data were analyzed descriptively by comparing students’ participation, attitudes, confidence, and responses across the learning cycles. The findings indicate that the implementation of meaningful learning through role-playing created a more active, contextual, enjoyable, and interactive mathematics learning environment. Students became more actively involved in learning activities, demonstrated greater willingness to participate in mathematical discussions, and showed more positive attitudes toward mathematics. The results also indicate a decrease in observable manifestations of mathematics anxiety, particularly in students’ hesitation, fear of making mistakes, reluctance to participate, and lack of confidence when solving mathematical problems. The integration of meaningful learning and role-playing enabled students to connect mathematical concepts with concrete situations and social interactions, thereby making mathematics learning more meaningful and less threatening. These findings suggest that role-playing-based meaningful learning can be considered an alternative pedagogical strategy for addressing mathematics anxiety while simultaneously promoting student engagement and confidence in mathematics learning.

Emotional Dynamics of Final Year Students and Their Handling in the Perspective of Islamic Psychology

Nadeeyah Tehme — 2026-10-16

Thesis preparation is a crucial phase that is prone to triggering emotional instability and academic stress in final year students. Although this phenomenon is widely researched, holistic approaches to dealing with religious dimensions are still rarely comprehensively explored. Therefore, this study aims to analyze the emotional dynamics of final year students and formulate strategies for handling them based on the perspective of Islamic psychology. This research uses a qualitative literature study method by synthesizing scientific publication documents in the form of journal articles published from 2016 to 2026. Data is processed through content analysis techniques that include the stages of reduction, data presentation, and conclusion drawn. The results of the study show that students' emotional vulnerability, which manifests in the form of existential anxiety, distress, and somatic disorders, stems from academic pressure and spiritual drought that triggers the dominance of Nafs al-Ammarah and Nafs al-Lawwamah. Conventional psychological interventions are considered inadequate, so it is necessary to integrate spiritual interventions (prayer, dhikr, and murottal therapy) along with Islamic cognitive reconstruction based on the triad of the concepts of husnudzan, ikhtiar, and tawakal. In conclusion, mental health recovery and the formation of academic resilience demand a holistic approach to purify the soul towards Nafs al-Muthmainnah, so it is recommended that colleges integrate spiritual value-based psychological support in the guidance process.