Cyberslacking di kalangan pelajar: Bagaimana peran stres dan boredom?
Keywords:
Boredom, Cyberslacking, Stres AkademikAbstract
The fact that the internet is used for non-academic activities during learning sessions indicates a shift in students’ study behaviour. Cyberslacking, defined as the use of digital technology for personal purposes during learning, is one such behaviour. The purpose of this study is to examine how academic stress and boredom influence cyberslacking among upper secondary school students. A quantitative approach with a correlational design was employed. The sample was determined through purposive sampling, comprising 167 Year 11 students selected based on the school’s considerations. Instruments included a boredom scale, an academic stress scale, and a cyberslacking scale, all grounded in psychological theory and tested for validity. Multiple linear regression was applied to analyse the data. The findings reveal that both academic stress and boredom affect cyberslacking; however, only academic stress exerts a statistically significant impact. This suggests that academic stress is the primary driver prompting students to disengage from learning via the internet. Schools are encouraged to devise strategies to manage stress and adopt more engaging teaching approaches to curb such behaviour.
Fakta bahwa internet digunakan untuk aktivitas non-akademik selama proses pembelajaran memperlihatkan bahwa perilaku belajar siswa berubah. Cyberslacking, yang berarti memakai teknologi digital untuk keperluan pribadi saat belajar, ialah salah satu bentuk perilaku tersebut. Tujuan penelitiannya guna menganalisa bagaimana stres akademik dan kebosanan memengaruhi perilaku cyberslacking siswa di Sekolah Menengah Atas. Studi ini memakai metodologi kuantitatif dengan desain korelasional. Penentuan sampelnya memakai purposive sampling, subjek penelitian terdiri dari 167 siswa kelas XI yang dipilih berdasar kepada pertimbangan sekolah. Alat yang digunakan termasuk skala kebosanan, skala stres akademik, dan skala cyberslacking, yang didasarkan pada teori psikologi dan telah diuji validitasnya. Regresi linier berganda digunakan guna menganalisa datanya. Hasil penelitian memperlihatkan bahwa stres akademik dan kebosanan berdampak pada cyberslacking. Namun, hanya tekanan akademik yang terbukti memiliki dampak yang signifikan. Hasilnya memperlihatkan bahwa stres akademik ialah faktor utama yang mendorong siswa untuk menghindari internet. Sekolah harus membuat strategi untuk mengendalikan stres dan memakai pendekatan pembelajaran yang lebih menarik untuk menghentikan perilaku ini.
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