The Role Of Nomophobia in Academic Boredom Among Junior High School Students At X Islamic Boarding School After The Holiday Period in Sidoarjo
Peranan Nomophobia Terhadap Academic Boredom pada Siswa Smp Pondok Pesantren X Pasca-Liburan di sidoarjo
DOI:
https://doi.org/10.21070/ups.10101Keywords:
Academic Boredom, Nomophobia, Junior High School Students at Islamic Boarding SchoolAbstract
Pesantren face new challenges in the digital era, including increased academic boredom among students after long holidays. This study aimed to examine the role of nomophobia in academic boredom among junior high school students at Pondok Pesantren X, Sidoarjo. A quantitative correlational design was employed with a total sample of 150 students. Data were collected using the Nomophobia Questionnaire (NMP-Q) and Achievement Emotions Questionnaire (AEQ), with Cronbach’s Alpha reliabilities of 0.929 and 0.906, respectively. Data were analyzed using simple linear regression in JASP 19.1. Results indicated a significant positive relationship between nomophobia and academic boredom (r = 0.483; p < 0.001), with nomophobia contributing 23.4% to the variance of academic boredom. These findings suggest that smartphone dependence can reduce students’ academic engagement in pesantren. Intervention strategies focusing on device regulation and self-control are essential to mitigate academic boredom.
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