MAJALAH ILMIAH JOURNAL
LPPM Universitas Putra Indonesia YPTK Padang Lubuk Begalung Highway.
Padang.
Sumatera Barat.
Indonesia.
Pos Code: 25221 Volume: 32.
Issue: 2.
Page: 165 - 172, 28/12/2025, e-ISSN: 1412-5854 Internalization of Positive Language through Religious Coping as a Community Service Program to Enhance Madrasah StudentsAo Academic Self-Efficacy Aziizatul Khusniyah1nC.
Erina Rahmajati2.
Jonathan Aditya Widyansyah3.
Siti Fanny Nafiza Imaniyyah4 1 Department of Quranic Studies.
Faculty of Ushuluddin.
UIN Sunan Kudus, 2,3,4 Department of Tasawuf and Psychotherapy.
Faculty of Usuluddin.
UIN Sunan Kudus correspondence_author: aziizatulkhusniyah@uinsuku.
Abstract This community service program was conducted to address the problem of low academic self-efficacy among final-year students at MA DarussaAoadah, particularly related to their confidence in pursuing higher education.
Based on preliminary observations, many students internalized negative self-talk influenced by socio-economic constraints and limited educational The program aimed to strengthen studentsAo academic self-efficacy through the internalization of positive language integrated with religious coping practices, specifically muhasabah.
Using a community-based participatory approach, the service activities included psychoeducational sessions, guided muhasabah-based positive self-talk exercises, and reflective group discussions.
The results indicate positive changes in studentsAo internal language patterns, emotional regulation, and academic motivation.
Students demonstrated increased confidence, more constructive self-statements, and clearer aspirations for higher education.
This program highlights the effectiveness of integrating positive language and religious coping in community-based educational empowerment and shows strong potential for replication in similar Madrasah contexts.
Keywords: positive language, religious coping, self-talk, academic self-efficacy.
Madrasah students, community service Majalah Ilmiah Journal is licensed under a Creative Commons Attribution-Share Alike 4.
0 International License.
Introduction MA DarussaAoadah as the community partner faces psychological challenges among its final-year students, particularly related to academic confidence and future educational aspirations.
Many students experience low academic self-efficacy, which affects their motivation and decision-making regarding higher education.
This condition highlights the need for a structured community service intervention that addresses studentsAo internal psychological resources in a culturally and religiously appropriate manner.
Adolescence is a critical developmental stage characterized by significant cognitive, emotional, and social transitions.
During this period, students are required to make important academic decisions that may shape their future educational and career trajectories.
One psychological factor that plays a crucial role in adolescentsAo academic adjustment and persistence is academic self-efficacy, defined as an individualAos belief in their capability to organize and execute actions required to achieve academic goals.
High levels of self-efficacy are consistently associated with greater motivation, resilience, and academic achievement, whereas low self-efficacy often leads to avoidance behaviors, anxiety, and diminished aspirations for further education.
In many educational contexts, particularly in faithbased institutions such as Madrasahs, students face complex challenges that extend beyond academic Socio-economic limitations, perceptions of unequal opportunities, and internalized feelings of inadequacy frequently undermine studentsAo confidence in pursuing higher education.
These conditions are especially evident among students from lower-middle socioeconomic backgrounds, where structural barriers often intersect with psychological vulnerabilities.
Consequently, there is an urgent need for intervention strategies that not only address academic skills but also strengthen studentsAo internal psychological resources.
Previous studies have highlighted the role of self-talk as an internal cognitive process through which individuals interpret experiences, regulate emotions, and guide Positive self-talk, characterized by constructive, affirming, and supportive internal language, has been shown to enhance motivation, emotional regulation, and performance across educational settings.
Conversely, negative self-talk Accepted: 20-10-2025 | Revision: 01-11-2025 | Publication: 30-11-2025 | doi: 10.
Aziizatul Khusniyah, et al reinforces self-doubt and maladaptive beliefs, contributing to reduced academic engagement.
Within the field of educational psychology, self-talk is increasingly understood as a form of inner speech that mediates between cognition, emotion, and action.
In parallel, research on religious coping suggests that religious beliefs and practices can function as powerful psychological resources, particularly in communities where religion is deeply embedded in daily life.
Religious coping enables individuals to reinterpret stressors through faith-based meanings, fostering acceptance, hope, and psychological resilience.
Islamic educational contexts, one prominent form of religious coping is muhasabah, a reflective practice involving self-evaluation, moral awareness, and intentional self-improvement.
Muhasabah encourages individuals to engage in internal dialogue grounded in spiritual values, making it closely aligned with the concept of positive self-talk.
Several empirical studies have demonstrated that religious coping strategies, including spiritually oriented self-reflection and affirmation, can positively influence self-efficacy and emotional well-being among However, much of the existing literature remains either theoretical or focused on clinical or individual counseling settings.
There is a notable lack of community-based interventions that integrate positive language, self-talk, and religious coping within educational environments, particularly in Madrasahs.
Moreover, few studies explicitly conceptualize language itself as a central mechanism through which religious coping operates to shape studentsAo academic self-beliefs.
This gap is significant because language plays a fundamental role in how students construct meaning about themselves and their abilities.
Internalized languageAiespecially when repeated through reflective and affirmational practicesAican shape enduring cognitive schemas related to competence and selfworth.
In Madrasah settings, where religious discourse is already familiar and meaningful, integrating positive language into religious coping practices offers a culturally resonant and sustainable approach to psychological empowerment.
Based on these considerations, this study addresses the following problem: How can the internalization of positive language through religious coping practices enhance the academic self-efficacy of Madrasah students? The research is grounded in a communitybased participatory framework and builds upon prior empirical findings indicating that religious coping through self-talk contributes to improved self-efficacy among adolescents.
Preliminary observations at MA DarussaAoadah further revealed that many final-year students experience low confidence in their academic abilities and limited belief in their prospects for higher The primary objective of this study is to examine the effectiveness of a community-based intervention that internalizes positive language through muhasabah as a form of religious coping to enhance studentsAo academic self-efficacy.
Specifically, the study aims to .
facilitate studentsAo awareness of their internal language patterns, .
promote the use of positive, faith-based self-talk, and .
strengthen studentsAo confidence in their academic potential and future educational This study contributes to the existing body of knowledge in several ways.
First, it positions language as a central analytical and practical component in religious coping, bridging perspectives from educational psychology, linguistics, and religious Second, it extends prior research by implementing religious coping strategies within a community service and educational intervention, rather than a purely clinical context.
Third, it offers a contextually grounded model for enhancing academic self-efficacy among Madrasah students, which may inform future community-based programs in similar educational and cultural settings.
Therefore, this community service program aims to assist Madrasah students in developing positive internal language patterns through religious coping practices in order to strengthen their academic self-efficacy and educational motivation.
Method of Community Service Implementation This community service program was implemented using a community-based participatory approach that emphasized the active involvement of the partner institution and students throughout the activities.
The approach was designed to provide practical assistance and empowerment rather than to test research The program focused on strengthening studentsAo internal psychological resources through culturally and religiously appropriate interventions, particularly by integrating positive language practices within religious coping activities in the Madrasah The preparation stage began with coordination between the community service team and MA DarussaAoadah as the community partner to identify priority problems faced by final-year students.
Preliminary observations and informal discussions with teachers and students were conducted to explore studentsAo levels of academic confidence, educational aspirations, and dominant patterns of internal language.
These activities indicated that many students experienced low academic selfefficacy, persistent negative self-talk, and anxiety regarding higher education, which informed the design of the intervention materials.
Based on this needs assessment, the team prepared psychoeducational materials, muhasabah guidelines, and positive language affirmation prompts tailored to the studentsAo religious and cultural background.
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Aziizatul Khusniyah, et al The implementation stage constituted the core activities of the community service program.
Students participated in psychoeducational sessions that introduced the concepts of academic self-efficacy, internal language or self-talk, and religious coping, emphasizing the influence of internal dialogue on emotions, motivation, and academic behavior within an Islamic value framework.
This was followed by guided muhasabah-based activities in which students engaged in structured reflection using affirmation cards and reflective prompts designed to encourage positive, faith-based internal language.
Group reflection sessions were also facilitated to allow students to share experiences, articulate changes in self-perception, and reinforce positive language patterns through peer support and social validation.
Evaluation of the community service activities was conducted using qualitative and descriptive techniques to capture observable changes experienced by the Data were collected through observational notes documenting studentsAo engagement and verbal expressions during activities, as well as reflective responses describing perceived changes in self-talk, academic confidence, and educational motivation before and after the intervention.
The evaluation prioritized process-oriented and outcome-oriented insights, focusing on changes in language use, emotional regulation, and self-efficacy rather than statistical measurement, in accordance with the objectives of community service programs.
To support the sustainability of the program, discussions were held with the Madrasah to explore the integration of positive language and muhasabah-based reflection into routine educational and counseling Teachers were encouraged to continue reinforcing constructive internal language practices as part of character education and religious guidance, enabling the benefits of the intervention to extend beyond the duration of the community service program.
Ethical considerations were observed throughout the implementation of the community service activities.
Participants were informed about the objectives and procedures of the program, participation was voluntary, and confidentiality of studentsAo personal reflections was All activities were conducted in a manner respectful of studentsAo religious, cultural, and psychological well-being.
Overall, the program achieved its primary objective of strengthening studentsAo academic self-efficacy through the internalization of positive language.
Figure 1.
Presentation of Material by Mrs.
Erina Initial Condition: Patterns of Negative Internal Language The outcomes of the community service activities show observable changes in studentsAo behavior and language Prior to the program, many students expressed hesitation, passivity, and self-doubt when discussing academic matters.
After participating in the activities, students became more confident in expressing opinions, more active in group discussions, and more willing to articulate academic goals.
Changes were also evident in studentsAo internal language patterns.
Negative selfstatements that previously reflected fear of failure and perceived limitations were gradually replaced by more constructive and hopeful expressions.
These behavioral and linguistic shifts indicate an improvement in studentsAo academic self-efficacy and emotional regulation as a direct result of the community service Table 1.
Negative and Reformulated Positive Self-Talk Identified at the Initial Stage Category of Inner Speech Linguistic Negative Reformulated Analysis Self-Talk Positive Self(Stance, (Befor.
Talk (Afte.
Modality.
Appraisa.
Shift from AuI am capable AuI am not of learning and Self-doubt smart enough to appraisal to with consistent study at effort and trust Ay in Allah.
Ay Modality AuI may face shifts from AuI will challenges, but certainty of Fear of I will keep failure to fail if I trying and Ay Ay Results and Discussions Result Overview of Program Implementation The outcomes of the community service activities show that the program was well received by the partner institution and actively participated in by the students.
Throughout the implementation, students demonstrated high levels of engagement during psychoeducational sessions, muhasabah-based activities, and group The integration of positive language practices with religious coping created a supportive environment that encouraged students to reflect openly on their academic experiences and internal dialogue.
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Aziizatul Khusniyah, et al Category of Inner Speech Linguistic Negative Reformulated Analysis Self-Talk Positive Self(Stance, (Befor.
Talk (Afte.
Modality.
Appraisa.
Stance shifts AuStudents AuEvery student from public Social has different schools are inferiority to strengths and better than Ay Ay AuMy Appraisal AuMy family shifts from Sociodoes not determine my limits my judgment to Ay effort and prayer matter.
Ay Identity AuHigher stance shifts AuUniversity education is Academic is not for possible if I exclusion to pessimism someone prepare myself like me.
Ay and seek Ay Engagement with Religious Reflection Positive Language The outcomes of the community service activities show several indicators of program success.
First, students demonstrated increased participation and initiative during discussions related to higher education and future planning.
Second, reflective responses revealed a shift from deterministic and pessimistic language toward growth-oriented and agentive expressions.
Third, students showed improved emotional openness and reduced anxiety when reflecting on academic These indicators suggest that the internalization of positive language through religious coping effectively supported students in reconstructing their academic self-beliefs and motivation.
Table 2.
Example of Religious and Linguistic Internalization of Positive Self-Talk Program Stage Example Reformulated Linguistic Inner Positive SelfFunction Speech Talk AuI am not capable of Initial continuing Ai Ay Program Stage Example Reformulated Linguistic Inner Positive SelfFunction Speech Talk Muhasabahbased Ai AuI will make Positive my best effort, and Allah will faith-based Ay AuThrough I learned to Reflective Ai articulation myself with hope and Allah.
Ay AuI believe that Postmy efforts Ai have value Ay Internalization inner speech Agentive enhanced selfefficacy Changes in Language Use and Self-Expression The outcomes of the community service activities show meaningful changes in studentsAo self-perception as reflected in their written and verbal reflections.
Several students reported feeling more confident and hopeful about their academic future after engaging in muhasabah-based activities.
One student expressed that speaking to oneself with positive and faith-based language helped reduce fear and increase motivation to continue to higher education.
Other students reflected that the activities enabled them to recognize personal strengths and view academic challenges as part of a learning process rather than as personal failure.
These reflections illustrate the personal and psychological impact of the community service program on the students as the primary beneficiaries.
Table 3.
Examples of Linguistic Shifts in StudentsAo Academic Discourse Aspect of Examples Examples Linguistic Language Before After Interpretation Use Intervention Intervention Negative self- Selfappraisal indicating low academic selfefficacy Shift AuI am not AuI am learning and improving growthstep by step.
Ay Ay Majalah Ilmiah Oe Vol.
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Aziizatul Khusniyah, et al willing to participate in reflective discussions, express Aspect of Examples Examples Linguistic their thoughts, and articulate academic aspirations.
This Language Before After Interpretation change indicates that strengthened self-beliefs played an Use Intervention Intervention important role in encouraging students to engage more AuMy Change from actively with the intervention process.
AuMy effort can Focus of background Ay Among the participating Madrasah students, the Ay agentive stance internalization of positive language helped reconstruct AuI want to AuI have no Increased self-beliefs in a more adaptive and empowering prepare myself Academic clear intentionalitymanner.
Through repeated exposure to positive, to continue to faith-based self-talk during muhasabah activities.
Ay orientation students learned to reinterpret academic challenges as Ay manageable and meaningful rather than as indicators of Expressions of Expressions of Positive personal inadequacy.
This cognitive shift supported Emotional and hope and affective greater persistence when discussing future educational plans and reduced avoidance behaviors that were previously associated with fear of failure.
Passive and Active and Internalization Participation inner speechFurthermore, the development of academic self-efficacy was closely linked to studentsAo emotional responses during the activities.
As students adopted more The linguistic tables presented in this section are not constructive internal language, they appeared calmer, intended as a purely discourse-analytical exercise but more focused, and more open to dialogue, suggesting serve as evidence of the impact of the community improved emotional regulation.
These changes illustrate service activities.
The comparison between negative that the enhancement of self-efficacy observed in this self-talk before the program and reformulated positive community service program was not solely an abstract language after the intervention illustrates how studentsAo psychological outcome, but a practical and observable studentsAo internal dialogue changed as a result of the activities.
These tables demonstrate the internalization of positive communication, and motivation.
Overall, this reflection language patterns aligned with religious coping underscores the relevance of self-efficacy theory in practices and provide concrete documentation of the explaining the positive outcomes of language-based behavioral and psychological changes experienced by community service interventions within Madrasah the partner community.
As such, the tables support the contexts.
evaluation of program outcomes rather than functioning as theoretical linguistic analysis.
Language Internalization through Religious Coping in Community Service Activities The outcomes of the community service activities show that the internalization of positive language functioned as an effective psychological mechanism when integrated with religious coping practices during the Through muhasabah-based reflective activities, students became more aware of their internal dialogue and its influence on emotions, motivation, and academic behavior.
The use of positive, faith-based Figure 2.
Presentation of Material by Mrs.
Aziiza self-talk enabled students to regulate emotions more effectively and engage more actively in discussions Discussion related to their academic experiences and future Interpreting the Findings within Self-Efficacy aspirations.
The integration of religious coping Theory provided a culturally meaningful context that strengthened the impact of positive language The outcomes of the community service activities show internalization.
Rather than perceiving affirmational that improvements in studentsAo academic self-efficacy language as artificial or externally imposed, students can be understood in relation to BanduraAos self-efficacy experienced reflective practices as aligned with their framework, particularly regarding how studentsAo beliefs religious values and daily spiritual routines.
This about their capabilities shaped their engagement alignment enhanced acceptance and internalization of throughout the program.
During the community positive internal language, allowing students to service activities, students who initially demonstrated reinterpret academic challenges with greater confidence hesitation and low confidence gradually became more and hope.
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Aziizatul Khusniyah, et al activities, religious reflection acted as a contextual amplifier that supported the sustainability of psychological and behavioral changes observed among the participating Madrasah students.
Educational Implications for Madrasah Contexts The results have important implications for educational practice in Madrasah settings.
Many Madrasah students face structural and socio-economic challenges that negatively affect their academic confidence.
While systemic inequalities cannot be addressed solely through school-based interventions, strengthening studentsAo internal psychological resources can significantly improve their capacity to navigate such .
The outcomes of the community service activities show that the participatory approach used in the program contributed significantly to its success.
actively involving students in reflective activities and open dialogue, the intervention fostered a sense of ownership and psychological empowerment among Students became more engaged in the process and more confident in expressing their thoughts, experiences, and aspirations.
The collective reflection sessions further strengthened this sense of empowerment by encouraging solidarity and mutual support among students.
Rather than being positioned as passive recipients of information, students were actively involved as participants in their own psychological development.
This participatory community service approach supports sustainability, as students are more likely to continue practicing positive internal language and reflective strategies beyond the duration of the program.
The outcomes of the community service activities show that addressing psychological barriers is an important complement to existing socio-economic challenges faced by Madrasah Many students from disadvantaged backgrounds initially internalized narratives of limitation that negatively affected their academic Through the internalization of positive language integrated with religious coping practices, students gained practical cognitive tools to challenge these limiting narratives and develop more hopeful perspectives about their future.
While the program does not eliminate structural or socio-economic empowerment plays a crucial role in enabling students to engage more proactively with available educational This finding reinforces the value of community service interventions that focus on strengthening internal resources as part of broader efforts to support students from marginalized contexts.
Conclusions This community service program provides direct and meaningful benefits for Madrasah students by strengthening their academic self-efficacy through the internalization of positive language rooted in religious coping practices.
The intervention was specifically designed to respond to the psychological challenges faced by final-year students at MA DarussaAoadah, particularly low academic confidence, negative selftalk, and uncertainty regarding future educational By positioning language as an internal cognitive and affective tool and integrating it with religious reflection, the program successfully addressed studentsAo internal psychological resources in a culturally relevant manner.
One of the most significant contributions of this community service activity lies in its impact on studentsAo psychological empowerment.
Through guided muhasabah-based activities and positive language exercises, students became more aware of their internal dialogue and learned to reconstruct negative self-statements into more constructive and hopeful expressions.
This shift in internal language helped students reinterpret academic challenges not as personal limitations but as opportunities for growth and effort.
As a result, students demonstrated greater confidence in their academic abilities and showed increased willingness to engage in discussions related to higher education and future In addition to enhancing academic self-efficacy, the program contributed positively to studentsAo emotional Observations and reflective responses indicated that students experienced reduced anxiety and greater emotional calm when reflecting on academic demands and future aspirations.
The integration of religious coping practices, particularly muhasabah, provided emotional comfort and spiritual reassurance, enabling students to manage stress more effectively.
This emotional stabilization is an important outcome, as emotional well-being plays a crucial role in sustaining motivation and persistence in academic contexts.
The community service program also had a notable impact on studentsAo educational motivation.
As studentsAo selfefficacy improved, they began to articulate clearer academic goals and aspirations, including a stronger interest in pursuing higher education.
This motivational shift suggests that strengthening internal psychological resources can activate broader developmental processes related to goal-setting and future orientation.
While the program did not eliminate structural or socio-economic barriers, it equipped students with the psychological resilience and agency needed to engage more proactively with available educational opportunities.
From an institutional perspective, this program offers a practical and replicable model for Islamic educational institutions seeking to integrate language awareness and religious reflection into student development initiatives.
The intervention does not require complex resources or specialized clinical settings, making it feasible to implement within routine Madrasah activities such as counseling sessions, religious guidance, and character Majalah Ilmiah Oe Vol.
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Aziizatul Khusniyah, et al education programs.
The use of culturally familiar religious practices enhances acceptance and sustainability, allowing educators to continue reinforcing positive internal language beyond the duration of the community service activity.
Despite its positive outcomes, this program has certain The activities were conducted within a single Madrasah context and relied primarily on qualitative and descriptive evaluation methods.
Future community service initiatives may consider longer-term follow-up complementary quantitative indicators to assess the sustainability of the observed changes.
Nevertheless, the present program demonstrates that communitybased interventions focusing on positive language and religious coping can serve as an effective strategy for empowering Madrasah students academically and In conclusion, this community service program highlights the importance of addressing studentsAo internal psychological resources alongside academic and structural considerations.
By integrating positive language practices with religious coping in a community-based framework, the program contributes to holistic student development and offers valuable insights for educators, practitioners, and institutions committed to supporting adolescentsAo academic confidence and future aspirations.
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Biographies of Authors References