KESAN PENGGUNAAN TELEFON PINTAR TERHADAP PRESTASI PELAJAR: PERANAN TINGKAH LAKU NOMOFOBIA SEBAGAI MEKANISME PERANTARA
SMARTPHONE USE AND STUDENT PERFORMANCE: EXAMINING NOMOPHOBIC BEHAVIOR AS A MEDIATING MECHANISM
DOI:
https://doi.org/10.35631/IJEPC.1162010Keywords:
Analisis Pengantara (Mediation Analysis), Nomofobia (Nomophobia), Pelajar Tingkatan Enam (Form Six Students), Penggunaan Telefon Pintar (Smartphone Use), Prestasi Akademik (Academic Performance), Prestasi Bukan Akademik (Non-Academic Performance)Abstract
Dalam era perkembangan pesat teknologi digital, penggunaan telefon pintar secara meluas telah menimbulkan pelbagai isu berkaitan dengan tingkah laku akademik dan bukan akademik dalam konteks bilik darjah. Kajian ini dijalankan bagi mengenal pasti hubungan antara penggunaan telefon pintar semasa dalam kelas dengan prestasi pelajar, serta menilai peranan tingkah laku nomofobia sebagai pemboleh ubah perantara dalam hubungan tersebut. Reka bentuk kajian yang digunakan ialah kuantitatif dengan pendekatan tinjauan melalui soal selidik yang melibatkan seramai 382 orang pelajar tingkatan enam di Malaysia yang dipilih secara persampelan rawak mudah. Data dianalisis menggunakan perisian SPSS versi 26 melalui kaedah analisis pengantara dijalankan dengan menggunakan ujian Sobel dan teknik bootstrapping bagi menilai peranan nomofobia sebagai pemboleh ubah perantara. Dapatan kajian menunjukkan bahawa nomofobia bertindak sebagai pengantara penuh dalam hubungan antara penggunaan telefon pintar dan prestasi akademik, apabila hubungan langsung antara penggunaan telefon pintar dan prestasi akademik didapati tidak signifikan. Namun, setelah pemboleh ubah pengantara dimasukkan, hubungan tidak langsung antara penggunaan telefon pintar, nomofobia dan prestasi akademik menjadi signifikan. Sebaliknya, bagi prestasi bukan akademik, dapatan menunjukkan bahawa nomofobia berfungsi sebagai pengantara separa, apabila kedua-dua kesan langsung antara penggunaan telefon pintar dan prestasi bukan akademik serta kesan tidak langsung melalui nomofobia didapati signifikan dan bergerak dalam arah yang sama. Penemuan kajian ini menunjukkan keperluan mendesak untuk memperkenalkan intervensi pendidikan digital holistik untuk mengurus penggunaan telefon pintar dan mengurangkan tahap nomofobia, tanpa mengabaikan manfaat teknologi dalam pembelajaran. Selain itu, hasil kajian ini juga dapat dijadikan rujukan kepada pihak kementerian dalam pembangunan dasar dan peraturan berkaitan penggunaan telefon pintar di dalam kelas agar selaras dengan objektif pembelajaran serta tidak menjejaskan keseimbangan akademik dan kesejahteraan emosi pelajar.
In the era of rapid digital technological advancement, the widespread use of smartphones has raised various concerns related to students’ academic and non-academic behaviours within classroom contexts. This study aims to examine the relationship between smartphone use during class and student performance, as well as to assess the role of nomophobia as a mediating variable in this relationship. A quantitative research design employing a survey approach was adopted, involving a sample of 382 Malaysian Form Six students selected through simple random sampling. Data were analysed using SPSS version 26, with mediation analysis conducted through the Sobel test and bootstrapping techniques to evaluate the mediating role of nomophobia. The findings indicate that nomophobia acts as a full mediator in the relationship between smartphone use and academic performance, as the direct relationship between smartphone use and academic performance was found to be non-significant. However, upon the inclusion of the mediating variable, the indirect relationship between smartphone use, nomophobia, and academic performance became significant. In contrast, for non-academic performance, the results reveal that nomophobia functions as a partial mediator, whereby both the direct effect of smartphone use on non-academic performance and the indirect effect through nomophobia were significant and moved in the same direction. These findings highlight the urgent need to introduce holistic digital education interventions aimed at managing smartphone use and reducing levels of nomophobia, without neglecting the potential benefits of technology in learning. Furthermore, the results provide valuable insights for policymakers and educational authorities in the formulation of guidelines and regulations regarding smartphone use in classrooms, ensuring alignment with learning objectives while maintaining a balance between academic outcomes and students’ emotional well-being.
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