DOI of the published article https://doi.org/10.31603/paedagogie.v20i2.15255
The Effectiveness of the Pomodoro Technique in Reducing Academic Boredom in Elementary School Students' Literacy Learning
Efektivitas Teknik Pomodoro dalam Mereduksi Kebosanan Akademik pada Pembelajaran Literasi Siswa Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.10027Keywords:
Academic Boredom, Pomodoro Technique, Literacy Learning, Elementary School, Psychological InterventionAbstract
Academic boredom significantly affects literacy learning in elementary schools through unpleasant emotional experiences, cognitive deficits, and reduced motivation. This study examined the effectiveness of the adapted Pomodoro Technique in reducing academic boredom among fifth-grade students. Using a true experimental design, 53 students from SDN Krembung 1 were randomly assigned to experimental (n=27) and control (n=26) groups. The experimental group received Pomodoro Technique intervention (15 minutes focus, 5 minutes break) for 6 weeks. Academic boredom was measured using the Achievement Emotions Questionnaire Academic Boredom Subscale (α=0.906). Results showed highly significant boredom reduction in the experimental group (20.70% decrease) compared to control (2.87% decrease), with very large effect size (Cohen's d=-1.63, p<0.001). The Pomodoro Technique proved 7.36 times more effective than conventional learning, primarily addressing cognitive dimensions through attention optimization and mental fatigue prevention, supporting SDG 4 achievement.
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