Social Media Addiction and Work-Technology Conflicts on Task Performance in Islamic Students

Article Sidebar

pdf
Published: Dec 22, 2024
DOI: https://doi.org/10.19109/psikis.v10i2.24559
Keywords:
Task Performance, Social Media Addiction, Work-Technology Conflict, Islamic Student

Main Article Content

Anisatul Mardiah
Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Melisa Paulina
Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Tri Handayani
STIQ Al-Lathifiyyah Palembang, Indonesia
Arung Samudra
Universitas Negeri Yogyakarta, Indonesia
Sari Emilia
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Triana Aprilia
Universitas Negeri Yogyakarta, Indonesia
Siti Miyanti Juniar
Universitas Sriwijaya Palembang, Indonesia

Abstract

Challenges associated with social media use, such as distractions and reduced focus on academic activities, can negatively impact students’ task performance. This research aimed to analyze the impact of social media addiction, work technology conflicts, and demographic variables (gender and age) on Islamic students’ task performance. The research used a quantitative and cross-sectional design approach involving 184 Islamic students. Data were collected using validated scales such as Task Performance, Social Media Addiction, and Work-Technology Conflict scales. Data analysis was carried out using multiple linear regression and confirmatory factor analysis. The results showed that social media addiction and demographic variables did not significantly impacted students’ task performance. However, work-technology conflict has a significant negative effect on task performance. Work-technology conflict levels were associated with a decrease in student task performance. In addition, the analysis showed that the proportion of social media addiction variables, work-technology conflict, gender, and age together influencing task performance was 11.8%, with the remaining 88.2% influenced by other variables outside the research. This showed that students who experienced difficulty in managing the use of technology for academic activities may experience a decrease in productivity. Therefore, educational institutions or campuses can develop programs or strategies to help students manage work-technology conflicts, for example by providing education about time management and techniques for efficient use of technology so as not to interfere with academic focus. With these implications, it is hoped that the research results can be a basis for universities or other educational institutions in designing programs and policies that support the optimization of student academic achievement, especially in facing the challenges of technology and social media. By understanding washatiyah, Islamic students can use social media wisely without becoming addicted, which could negatively impact their task performance

Article Details

How to Cite
Social Media Addiction and Work-Technology Conflicts on Task Performance in Islamic Students. (2024). Psikis : Jurnal Psikologi Islami, 10(2), 359-370. https://doi.org/10.19109/psikis.v10i2.24559
Issue
Vol. 10 No. 2 (2024): Psikis : Jurnal Psikologi Islami
Section
Articles

Lisensi Creative Commons
Psikis: Jurnal Psikologi Islami by http://jurnal.radenfatah.ac.id/index.php/psikis is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.

How to Cite

Social Media Addiction and Work-Technology Conflicts on Task Performance in Islamic Students. (2024). Psikis : Jurnal Psikologi Islami, 10(2), 359-370. https://doi.org/10.19109/psikis.v10i2.24559

References

Ahmad, I., Deeba, F., &Alam, J. (2023). A qualitative exploration of university undergraduates’ perspectives about the effects of social-media on their academic performance. https://doi.org/10.21203/rs.3.rs-2935117/v1

Akther, F. (2023). Exploring social media addiction in university students an empirical research. Eduvest - Journal of Universal Studies, 3(10), 1871–1882. https://doi.org/10.59188/eduvest.v3i10.932

Al-Maatouk, Q., Othman, M. S., Aldraiweesh, A., Alturki, U., Al-Rahmi, W. M., & Aljeraiwi, A. A. (2020). Task-technology fit and technology acceptance model application to structure and evaluate the adoption of social media in academia. Ieee Access, 8, 78427–78440. https://doi.org/10.1109/access.2020.2990420

Al-Rahmi, A. M., Shamsuddin, A., & Alismaiel, O. A. (2020). Task-technology fit model: The factors affecting students’ academic performance in higher education. Universal Journal of Educational Research, 8(12), 6831–6843. https://doi.org/10.13189/ujer.2020.081249

Al-Rahmi, A. M., Shamsuddin, A., Wahab, E., Al-Rahmi, W. M., Alyoussef, I. Y., & Crawford, J. (2022). Social media use in higher education: building a structural equation model for student satisfaction and performance. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1003007

Alhrahsheh, R., & Majali, S. A. (2023). Relationship between social networking addiction and academic performance in students of university. International Journal of Instruction, 16(2), 783–802. https://doi.org/10.29333/iji.2023.16241a

Alshanqiti, A. (2023). Social media usage and academic performance among medical students in Medina, Saudi Arabia. Advances in Medical Education and Practice, Volume 14, 1401–1412. https://doi.org/10.2147/amep.s434150

Alvi, A. K., Kayani, U. S., & Lakhan, A. B. (2022). Relationship of social media addiction with academic performance: Mediating role of student engagement. Gomal University Journal of Research, 38(02), 160–170. https://doi.org/10.51380/gujr-38-02-03

Alwadai, M. A. M., & Alhaj, A. A. M. (2023). Investigating the role of the islamic culture course syllabi in infusing islamic tolerant moral values among university students: Staff members’ perspectives at king khalid university. Technium Social Sciences Journal, 40, 71–83. https://doi.org/10.47577/tssj.v40i1.8426

Amsi, F., Kiflemariam, A., &Ngui, T. (2022). Affective engagement, gender diversity and employee performance in the Tanzanian textile industry. Open Journal of Business and Management, 10(05), 2829–2850. https://doi.org/10.4236/ojbm.2022.105140

Aminuddin. (2024). Paradigma konsep pendidikan hadhari dalam pendidikan islam. Edukatif Jurnal Ilmu Pendidikan. https://doi.org/10.31004/edukatif.v6i2.6194

Binasdevi, M. (2021). Hubungan kegiatan literasi sekolah dan motivasi belajar melalui mediasi kemampuan berpikir kritis dengan prestasi belajar. Mubtadi, 3(1), 70–82.

Dai, A., Li, D., Zhu, H., & Zhang, Z. (2022, February). How do teachers’ gender stereotypes impact students?. 2021 International Conference on Education, Language and Art (ICELA 2021) (pp. 728-733). Atlantis Press. https://doi.org/10.2991/assehr.k.220131.133

Damayanti, D., Rismaningtyas, F., Damayanti, D., & Rismaningtyas, F. (2021). Pendidikan berbasis responsif gender sebagai upaya meruntuhkan segregasi gender. Jurnal Analisa Sosiologi Januari, 10 (Edisi khusus).

Fatima, S., Mehfooz, M., & Sharif, S. (2017). Role of Islamic religiosity in predicting academic motivation of university students. Psychology of Religion and Spirituality, 9(4), 377-386. https://doi.org/10.1037/rel0000097

Febrianto, A., Noermijati, N., Juwita, H., & Alashkam, S. (2019). The influence of psychological empowerment and Islamic spiritual leadership on organizational commitments and intrinsic motivation. Jurnal Aplikasi Manajemen, 17(3), 381-390. https://doi.org/10.21776/ub.jam.2019.017.03.01

Gerardo, R., Alejandro, B., Samuel, O., & María, E. (2018). Perceptions of High School Students on Academic Training for Science and Technology in the Mexico City Metropolitan Area. https://doi.org/10.1177/2158244018808837

Hein, K., &Kauschke, C. (2021). Word form processing at school age: Evidence for similarities between bilingual and monolingual children. Bilingualism Language and Cognition, 25(2), 283–295. https://doi.org/10.1017/s1366728921000936

Hutasoit, D. R., Lubis, R., & Hardjo, S. (2022). The influence of self-esteem and internet addiction on nomophobia in students of sma negeri 1 Kuala. Medalion, 236–246.

Ji, Wang, X., & Zhang, T. (2022). Application of new media in student management from the perspective of deep learning and evaluation and analysis of practical effects. Computational and Mathematical Methods in Medicine, 2022, 1–10. https://doi.org/10.1155/2022/1765448

Kolhar, M., Kazi, R. N., &Alameen, A. (2021). Effect of social media use on learning, social interactions, and sleep duration among university students. Saudi Journal of Biological Sciences, 28(4), 2216–2222. https://doi.org/10.1016/j.sjbs.2021.01.010

Korkın, Ö. (2019). The relationship between perceived psychological control self-regulation skills and academic motivations of adolescents. International Journal of Human and Behavioral Science, 5(1), 1-10. https://doi.org/10.19148/ijhbs.550200

Kuserawati. (2022). Hubungan antara efikasi diri akademik dan kesejahteraan psikologis pada mahasiswa universitas negeri malang. Flourishing Journal. https://doi.org/10.17977/um070v2i42022p277-290

LeBlanc, S., Uzun, B., Aydemir, A., & Mohiyeddini, C. (2019). Validation of an emotion regulation training program on mental well-being. Psychological Reports, 123(5), 1518-1536. https://doi.org/10.1177/0033294119878399

Li, X., Cai, B., Qu, G., Stephen, J. M., Wilson, T. W., Calhoun, V. D., & Wang, Y. (2020). Distance correlation based brain functional connectivity estimation and non-convex multi-task learning for developmental fMRI studies. https://doi.org/10.48550/arxiv.2010.00116

Matang, M., Maftuh, B., Malihah, E., & Hudi, I. (2022). Student indicator of social media addiction that lead to conflict. In Annual Civic Education Conference (ACEC 2021) (pp. 230-236). Atlantis Press. https://doi.org/10.2991/assehr.k.220108.042

Muali, C., Rofiki, M., Baharun, H., Zamroni, Z., &Sholeh, L. (2021). The role of Sufistic-based Kiai leadership in developing the character of Santri in the pesantren. Al-Ishlah Jurnal Pendidikan, 13(3), 1705-1714. https://doi.org/10.35445/alishlah.v13i3.1012

Muthen & Muthen. (2017). Regression And Mediation Analysis Using Mplus. The Mplus User ’ s Guide has Gotten a Companion. Workshop at Johns Hopkins University. http://www.statmodel.com/download/Muthen-Schultzberg RMA.pdf

Owolabi, H. A. (2024). Big data innovation and implementation in projects teams: Towards a SEM approach to conflict prevention. Information Technology and People. https://doi.org/10.1108/itp-06-2019-0286

Pratiwi, N. E., Heriyudanta, M., Daryono, R. (2024). The impact of islamic religious learning and social media distraction on procrastination behavior in higher education: Does screen time mediation matter?. Jurnal Paedagogy: Jurnal Penelitian dan Pengembangan. https://doi.org/10.33394/jp.v11i3.11284

Rakibul, H., Shahed, M., & Kamrul, H. (2024). Social media addiction and its consequences among youth: A developing country perspective. https://doi.org/10.1177/09721509241276720

Rahardjo et al.(2020). Social media fatigue pada mahasiswa di masa pandemi COVID-19: peran neurotisisme, kelebihan informasi, invasion of life, kecemasan, dan jenis kelamin. Jurnal Psikologi Sosial. https://doi.org/10.7454/jps.2021.16

Retnowati et al. (2023). Pengaruh modal psikologis, kualitas kehidupan kerja, dan kepemimpinan terhadap kinerja pegawai. Jurnal Baruna Horizon, 6(1), 31-38.

Rusdi, M. (2023). The impact of technology use in teaching and understanding religious values on students’ moral development in islamic schools in Indonesia. The Eastasouth Journal of Learning and Educations, 1(03), 123–134. https://doi.org/10.58812/esle.v1i03.158

Sefriani, R. (2023). Correlation of social media addiction to academic achievement in e-learning. Indonesian Journal of Computer Science, 12(6). https://doi.org/10.33022/ijcs.v12i6.3581

Siri, G., Abubshait, A., De Tommaso, D., Cardellicchio, P., D’Ausilio, A., & Wykowska, A. (2022). Perceptions of a robot’s mental states influence performance in a collaborative task for males and females differently. 31st IEEE International Conference on Robot and Human Interactive Communication (RO-MAN) (pp. 1238-1243). IEEE. https://doi.org/10.31234/osf.io/vdxh9

Sloan, M., & Geldenhuys, M. (2021). Regulating emotions at work: the role of emotional intelligence in the process of conflict, job crafting and performance. Sa Journal of Industrial Psychology, 47. https://doi.org/10.4102/sajip.v47i0.1875

Sun, Y. (2023). Work conflict: another trigger to smartphone addiction of individuals with high rumination? Plos One, 18(11). https://doi.org/10.1371/journal.pone.0287669

Susilawaty, F. T., Jaya, A., Sudirman, F. A., & Herman, L. O. (2023). Exploring the impact of Instagram like visibility on self-confidence. 11(2), 180–194. https://doi.org/10.24198/jkk.v11i2.47268

Turel, O., Serenko, A., & Bontis, N. (2011). Family and work-related consequences of addiction to organizational pervasive technologies. Information & Management, 48(2-3), 88-95. https://doi.org/10.1016/j.im.2011.01.004

Walsh, S. P., White, K. M., Young, R. M., Walsh, S. P., White, K. M., Mcd, R., Needing, Y., Walsh, S. P., White, K. M., & Young, R. M. (2016). Needing to connect : The effect of self and others on young people’s involvement with their mobile phones involvement with their mobile phones. 9530(December). https://doi.org/10.1080/00049530903567229

Wong, H. K., &Estudillo, A. J. (2022). Face masks affect emotion categorisation, age estimation, recognition, and gender classification from faces. Cognitive Research Principles and Implications, 7(1). https://doi.org/10.1186/s41235-022-00438-x

Yam, K. C., Tang, P. M., Jackson, J. C., Su, R., & Gray, K. (2023). The rise of robots increases job insecurity and maladaptive workplace behaviors: Multimethod evidence. Journal of Applied Psychology, 108(5), 850.

Yan, A., Wen, S., Vogel, D., & Kwok, R. C. (2010). Computers & education can learning be virtually boosted ? An investigation of online social networking impacts. Computers & Education, 55(4), 1494–1503. https://doi.org/10.1016/j.compedu.2010.06.015

Zubair, T., & Raquib, A. (2020). Islamic perspective on social media technology, addiction, and human values. Journal of Islamic Thought and Civilization, 10(2). https://doi.org/10.32350/jitc.102.14