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This research aimed to examine the Multigroup Ethnic Identity Measure’s (MEIM 1992) adequacy to explore Indonesian youth’s ethnic identity. Hence MEIM 1992 was adapted into MEIM Indonesia through translation-back-translation method. Involving 448 (179 or 40% male and 269 or 60% female) students aged 17 – 28 years (Mean = 19.87; SD = 1.30) with different ethnic backgrounds in a private university in Yogyakarta as respondents, EFA with SPSS showed that the MEIM Indonesia measured one factor as MEIM 1992 does, CFA with R- studio showed that the one factor model fitted the data (factor loadings ranged from 0.323 to 0.750), its items had r it -s that ranged from 0.32 to 0.64, as a scale had a Cronbach’s alpha of 0.84, showed a concurrent validity coefficient r =0.23 (p < 0.01) with the RSeS Indonesia as a criterion, and was able to differentiate the levels of ethnic identity of sample pairs of Javanese, Bataks, Dayaks, Chinese, Florinese and a mixture of two or three ethnic groups. Hence, the MEIM Indonesia was conceptually and empirically proven to have construct equivalence with the 1992 MEIM as well as to show adequacy and was coined Skala Identitas Suku Bangsa (SISB).

National identity (identitas nasional [IN]) and ethnic identity (identitas suku bangsa [ISB]) as two forms of social identity are important to scrutinize in the multi-ethnic nation of Indonesia. This research comprised two studies and aimed to uncover the Indonesian youth’s national identity (identitas nasional [IN]) on a sample of male and female students with different backgrounds in ethnicity, religion, and identity source. Study 1 aimed to construct an instrument of youth’s national identity (identitas nasional [IN]) by adapting the Skala Identitas Suku Bangsa (SISB; 2019), resulting in the Skala Identitas Nasional (SIN) consisting of 12 items (rit = 0.35 -0.64; α = 0.84). Study 2 aimed to explore the participants’ national identity (identitas nasional [IN]; N = 480) by considering the differences of their backgrounds. The results showed that in general the participants’ level of national identity (identitas nasional [IN]) was high, especially on the Balinese and Florinese samples; their level of national identity (identitas nasional [IN]) correlated with their level of ethnic identity (identitas suku bangsa [ISB]); religion related with levels of national identity (identitas nasional [IN]) through its connection with ethnicity, hence the Hindu-Balinese sample indicated the highest; the majority of participants acknowledged the parents and the extended family as their source of identity, but seemed to fail in contributing to the formation of the youth’s national identity (identitas nastional [IN]); male participants showed a higher level of national identity (identitas nasional [IN]) than female participants. Possible causes of the important findings were discussed and follow-up research on those findings were recommended. Identitas nasional (IN) dan identitas suku bangsa (ISB) sebagai dua bentuk identitas sosial penting dicermati dalam masyarakat Bangsa Indonesia yang multi-etnik. Penelitian ini meliputi dua studi, bertujuan mengungkap identitas nasional (IN) orang muda Indonesia dengan sampel mahasiswa laki-laki dan perempuan berlatar-belakang suku bangsa, agama, dan sumber identitas berlainan. Studi 1 bertujuan menyusun alat ukur identitas nasional (IN) orang muda dengan mengadaptasi Skala Identitas Suku Bangsa (SISB; 2019), menghasilkan Skala Identitas Nasional (SIN) yang terdiri dari 12 butir (rit = 0.35-0.64; α = 0.84). Studi 2 bertujuan mengungkap identitas nasional (IN) partisipan (N = 480) secara eksploratif dengan memperhatikan perbedaan latar belakang mereka. Hasilnya, secara umum taraf identitas nasional (IN) partisipan cukup tinggi, khususnya pada sampel suku bangsa Bali dan Flores; taraf identitas nasional (IN) mereka berkorelasi dengan taraf identitas suku bangsa (ISB); agama berhubungan dengan taraf identitas nasional (IN) melalui hubungannya dengan suku bangsa, maka sampel Hindu-Bali menunjukkan taraf identitas nasional (IN) tertinggi; mayoritas partisipan mengakui orang tua dan keluarga besar sebagai sumber identitas, namun ada indikasi mereka kurang berperan dalam pembentukan identitas nasional (IN) orang muda; sampel laki-laki menunjukkan taraf identitas nasional (IN) lebih tinggi dibandingkan sampel perempuan. Kemungkinan penyebab temuan-temuan penting dibahas, dan saran untuk penelitian lebih lanjut dikemukakan.

Critical psychology and cultural-historical psychology are two approaches emerging as critiques to mainstream psychology that is often perceived to be hedonistic and individualistic. Adopting the spirit of critical psychology and cultural-historical psychology that strive to break the grips of mainstream psychology as well as absorbing the inspiration from Thomas Teo’s psychological humanities, Svend Brinkmann’s cultural psychology, Richard Johnson’s cultural circuit, and Stuart Hall’s cultural studies, as a critical review this article proposes an approach coined as psikologi berhampiran budaya (culturally-turned psychology) based on the socio-cultural realities of the present-day Indonesian society. Psikologi berhampiran budaya offers four models of psychological research in the production of knowledge on both the subject and the society of the present-day Indonesia. The application of the four models in such culturally turned production of knowledge is expected to simultaneously and serendipitously produce a specifically Indonesian psychology.

Law number 23 of 2022 concerning “psychology education and services” provides certainty regarding higher education of psychology in Indonesia. In particular, this article wants to explore and provide orientation towards professional psychology education programs in Indonesia. After discussing the brief history of professional psychology education programs in Indonesia and the legal complexities that accompany them, the authors explore the curriculum of professional programs compared to academic programs. The writers try to look at two aspects of the curriculum: (1) substantive knowledge and skills regarding scientific disciplines; (2) knowledge of the service context and practice of the discipline. The authors then try to identify four competencies that need to be learned in the Professional Psychology program. These competencies will be described in the curriculum framework proposed by the authors; the curriculum framework emphasizes practical aspects, competency-based curricula, and problem-based learning.