Hubungan antara Academic Boredom dengan Cyberloafing Ditinjau dari Self-Regulated Learning pada Mahasiswa di Surabaya

Penelitian ini bertujuan untuk mengetahui perbedaan hubungan antara academic boredom dengan cyberloafing ditinjau dari self regulated learning pada mahasiswa di Surabaya. Data dikumpulkan menggunakan kuesioner cyberloafing, academic boredom, dan self regulated learning dalam bentuk skala likert. Sampel penelitian berjumlah 173 mahasiswa semester 2 sampai 6 di Surabaya dengan menggunakan teknik insidental sampling. Metode yang digunakan untuk menguji hipotesis adalah teknik analisis uji perbedaan korelasi, uji fisher Z, dan uji independent sample t-test dengan bantuan program IBM SPSS Statistics versi 20. Uji perbedaan korelasi terdapat hubungan yang signifikan antara academic boredom dengan cyberloafing pada kedua kelompok self regulated learning rendah dan tinggi. Nilai koefisien korelasi sebesar r = 0,625 (p = 0,000) pada kelompok self regulated learning rendah, kemudian pada kelompok self regulated learning tinggi nilai r = 0,379 (p = 0,002). Hasil uji Fisher Z menunjukkan nilai Z hitung lebih besar dari Z tabel (2,08 > 1,96), yang berarti terdapat perbedaan yang signifikan antara kekuatan hubungan academic boredom dengan cyberloafing pada kedua kelompok tersebut. Hasil uji independent sample t-test juga menunjukkan terdapat perbedaan yang signifikan pada tingkat cyberloafing (t = 3,794; p = 0,000) dan academic boredom (t = 4,947; p = 0,000) antara mahasiswa dengan self regulated learning rendah dan tinggi. Self regulated learning rendah berkontribusi memperkuat hubungan antara academic boredom dengan cyberloafing, sedangkan pada kelompok self regulated learning tinggi berkontribusi memperlemah hubungan antara kedua variabel tersebut. Dengan demikian, dapat disimpulkan bahwa self regulated learning memiliki peran dalam hubungan antara academic boredom dengan cyberloafing pada mahasiswa di Surabaya.

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This study aimed to determine differences in the relationship between academic boredom and cyberloafing in terms of self-regulated learning among university students in Surabaya. Data were collected using cyberloafing, academic boredom, and self-regulated learning questionnaires in the form of Likert scales. The study sample consisted of 173 university students in their second to sixth semesters in Surabaya, selected using incidental sampling. The hypotheses were tested using correlation difference analysis, Fisher’s Z test, and an independent-samples t-test with IBM SPSS Statistics version 20. The correlation difference analysis showed a significant relationship between academic boredom and cyberloafing in both the low and high self-regulated learning groups. The correlation coefficient was r = 0.625 (p < 0.001) in the low self-regulated learning group, while in the high self-regulated learning group, the coefficient was r = 0.379 (p = 0.002). The Fisher’s Z test showed that the calculated Z value was greater than the critical Z value (2.08 > 1.96), indicating a significant difference in the strength of the relationship between academic boredom and cyberloafing between the two groups. The independent-samples t-test also showed significant differences in the levels of cyberloafing (t = 3.794; p < 0.001) and academic boredom (t = 4.947; p < 0.001) between university students with low and high self-regulated learning. Low self-regulated learning contributed to strengthening the relationship between academic boredom and cyberloafing, whereas high self-regulated learning contributed to weakening the relationship between the two variables. Thus, it can be concluded that self-regulated learning plays a role in the relationship between academic boredom and cyberloafing among students in Surabaya.