In a plural society, education has an important role in preparing students to be able to live together with differences, including religious differences. Based on the contact hypothesis theory, various intervention programs have been carried out to overcome religious prejudice. This study aims to explore the concept, form, and impact of the interfaith intervention program in reducing religious prejudice in the context of education. The method used was a scoping review following the PRISMA-ScR protocol. Articles were searched online from the SAGE, Science Direct, Scopus, and Web of Science databases. There were six journal articles in the period 2012–2021 that were included based on the inclusion and exclusion criteria set. The results of this scoping review synthesized concepts, forms, and impacts, as well as research methods related to interfaith intervention programs to reduce religious prejudice in the education settings. We discussed the implications and directions for further research in research for the design, implementation, and evaluation of intergroup contact-based learning in education settings, especially higher education.

Research on marriage has been pretty much done, including research on early marriage, particularly in Madura. Research on early marriage in Madura is exciting to do because this kind of marriage backed by a keen understanding of Islam, that if a child who is consider baligh (grown up) means they can be married. Madurese people believe in matchmaking as well as the existence of a belief, called sangkal (if the women reject the proposal from the male then the woman will be an old maid or ta’ paju lake’). This study aims to describe the happiness of Madurese women who married early in achieving, using a qualitative method with phenomenological approach. Research participants are Madurese women who are married under the age of 18, live in Madura, and are willing to be involved in research. Data collection used semi-structured interviews. The results of this study indicated that women from Madura can achieve happiness in their early marriage. This finding is different from other studies that found the occurrence of problems in the early marriage.

Cooperative learning has been widely utilized as an intervention to enhance intergroup relations in diverse societies, drawing on intergroup contact theory. Despite numerous field experiments testing its effectiveness in educational contexts, a comprehensive meta-analyses evaluating its overall efficacy has yet to be conducted. This meta-analysis aims to assess the magnitude of the effect of cooperative learning on promoting intergroup relations within experimental field studies conducted in educational settings. The article search was performed according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, using predefined inclusion and exclusion criteria across ERIC, ScienceDirect, Scopus, and SpringerLink. Data analysis involved generating forest plots, conducting heterogeneity tests, calculating summary effects using a random effects model, and identifying publication bias. The meta-analysis of 18 field experimental intervention studies, involving 5265 participants, revealed that cooperative learning intervention programs positively impact intergroup relations, with a moderate effect size (ES = 0.33; 95% CI [0.25, 0.40]). Consequently, cooperative learning can be employed as an alternative strategy to bridge gaps, reduce prejudice, and improve relations among groups with diverse social identities in educational settings.

Metode historis komparatif merupakan salah satu bagian dari pendekatan penelitian kualitatif yang masih jarang dilakukan dalam dunia psikologi di Indonesia. Tulisan berikut mencoba memaparkan nature dari pendekatan historis komparatif, mulai dari sudut pandang hingga tahap-tahap pelaksanaan penelitian dengan menggunakan metode tersebut. Tulisan ini membahas beberapa bidang psikologi yang telah menggunakan pendekatan historis komparatif dan menyuguhkan beberapa contoh penelitian dari hasil literatur review yang menggunakan pendekatan tersebut. Selain itu, artikel juga mendiskusikan secara mendalam kelemahan dan kelebihan dari pendekatan historis komparatif dalam penelitian psikologi di Indonesia.

The General Evaluation Scale (GES) has been widely employed to assess attitudes toward outgroups, including ethnic and religious prejudice. However, validation within the Indonesian context has not been conducted. Using two studies (Study 1, religious prejudice; Study 2, ethnic prejudice), we provide evidence of psychometric properties of a six-item GES for measuring ethnic and religious prejudice based on factor structure, composite reliability, and convergent validity in Indonesia. The results demonstrate an acceptable model fit for a single-factor structure characterized by high internal consistency (McDonald’s Omega/ω = 0.93 in Study 1, ω = 0.94 in Study 2). Furthermore, the scale exhibits solid convergent validity, as evidenced by its correlations with the blatant and subtle prejudice scale (r = −0.44 in Study 1, r = −0.74 in Study 2) and the feeling thermometer scale (r = 0.60 in Study 1, r = 0.78 in Study 2). In summary, this research unequivocally establishes the GES as a valuable instrument for measuring religious and ethnic prejudice in the Indonesian context, underpinned by its robust psychometric properties. Nevertheless, it underscores the need for further investigations with diverse samples and varying social contexts to bolster the scale’s reliability and applicability.

This study aims to examine the relationship between religiosity and resilience and the role of social support as a mediating variable. This study used correlational quantitative method. There were 367 participants who were selected based on the cluster random sampling technique. Data analysis used mediation regression analysis. The results showed that religiosity has a positive and significant relationship with resilience and social support has a role as a partial mediator in the relationship between religiosity and resilience. Resilience development can be done by developing religiosity as an individual psychological resource accompanied by the provision of social support by religious institutions as an external resource.