PENGARUH PENDEKATAN PENGAJARAN DIGITAL TERHADAP KESEIMBANGAN EMOSI DALAM KALANGAN PELAJAR UNIVERSITI DI MALAYSIA
THE INFLUENCE OF DIGITAL TEACHING APPROACHES ON EMOTIONAL WELL-BEING AMONG UNIVERSITY STUDENTS IN MALAYSIA
DOI:
https://doi.org/10.35631/IJEPC.1164088Keywords:
Keseimbangan Emosi (Emotional Well-Being), Pembelajaran Dalam Talian (Online Learning), Pengajaran Digital (Digital Teaching), Sokongan Sosial (Social Support), Tekanan Akademik (Academic Stress)Abstract
Perkembangan pesat pengajaran digital telah mengubah pengalaman pembelajaran dan kesejahteraan emosi pelajar universiti. Kajian ini bertujuan menilai pengaruh pendekatan pengajaran digital terhadap keseimbangan emosi pelajar universiti di Malaysia. Kajian kuantitatif berbentuk tinjauan ini melibatkan 220 responden daripada Universiti Awam (UA) dan Universiti Swasta (US) melalui soal selidik Google Forms berskala Likert lima mata. Data dianalisis menggunakan statistik deskriptif dan inferensi. Kebolehpercayaan dalaman instrumen dinilai menggunakan pekali Cronbach's Alpha, manakala korelasi Pearson dan regresi linear mudah digunakan untuk menilai hubungan dan sumbangan pendekatan pengajaran digital terhadap keseimbangan emosi. Konstruk Pengajaran Digital (7 item), Keseimbangan Emosi (8 item) dan Sokongan Sosial/Digital (5 item) mencatatkan nilai Cronbach’s Alpha masing-masing .865, .909 dan .882, iaitu melebihi nilai ambang .70 yang diterima bagi konsistensi dalaman. Dapatan menunjukkan penerimaan sederhana hingga tinggi terhadap penggunaan platform dan media digital. Analisis korelasi menunjukkan hubungan positif yang sederhana dan signifikan antara pengajaran digital dengan keseimbangan emosi, r = .617, p < .001. Analisis regresi linear mudah pula menunjukkan bahawa pengajaran digital menerangkan 38.0% varians dalam keseimbangan emosi (R² = .380; B = .729, p < .001). Walau bagaimanapun, sebahagian pelajar masih berhadapan dengan tekanan akademik, keletihan digital dan cabaran pengurusan masa. Dapatan ini menunjukkan bahawa pengalaman pengajaran digital yang lebih positif berkait dengan keseimbangan emosi yang lebih baik, khususnya apabila disokong oleh interaktiviti, sokongan sosioemosi dan pengurusan beban tugasan yang seimbang. Kajian mencadangkan latihan pedagogi digital kepada pensyarah, program literasi emosi kepada pelajar dan mekanisme sokongan emosi dalam talian yang lebih inklusif.
The rapid development of digital teaching has transformed university students' learning experiences and emotional well-being. This study examines the influence of digital teaching approaches on the emotional well-being of university students in Malaysia. A quantitative survey involving 220 respondents from public and private universities was conducted using a five-point Likert-scale questionnaire administered through Google Forms. Data were analysed using descriptive and inferential statistics. Internal consistency was assessed using Cronbach's alpha, while Pearson correlation and simple linear regression were used to examine the relationship and contribution of digital teaching to emotional well-being. The Digital Teaching (7 items), Emotional Well-Being (8 items), and Social/Digital Support (5 items) constructs recorded Cronbach’s alpha values of .865, .909, and .882, respectively, all exceeding the accepted .70 threshold for internal consistency. Students reported moderate to high acceptance of digital platforms and learning media. Pearson correlation revealed a moderate, significant positive relationship between digital teaching and emotional well-being, r = .617, p < .001. Simple linear regression further showed that digital teaching explained 38.0% of the variance in emotional well-being (R² = .380; B = .729, p < .001). Nevertheless, some students continued to experience academic stress, digital fatigue, and time-management challenges. The findings indicate that more positive digital teaching experiences are associated with better emotional well-being, particularly when supported by interactivity, socio-emotional support, and balanced workload management. The study recommends digital pedagogical training for lecturers, emotional literacy programmes for students, and more inclusive online emotional-support mechanisms.
Downloads
References
An, R., Qian, G., Mumtaz, A., Alotaibi, K. A., & Wang, X. (2025). Digital fatigue and academic resilience among university students with grit and flexibility as mediators. Scientific Reports, 15, 29313. https://www.nature.com/articles/s41598-025-29313-7
Balica, M. (2021). Supporting student wellbeing in a digital learning environment: Evidence-based opportunities for innovation in learning and teaching during school closures related to the COVID-19 pandemic and beyond. International Baccalaureate Organization. https://www.ibo.org/globalassets/new-structure/research/pdfs/supporting-student-wellbeing-in-a-digital-learning-environment-policy-paper-en.pdf
Castro, A. R. C., Lumanog, M. R. P., Seguiro, G. D., Tumpag, C. J. C., & Cabatac, R. T. (2025). Digital learning fatigue and students' learning motivation: A descriptive-correlational study. EPRA International Journal of Multidisciplinary Research, 11(5). https://eprajournals.com/IJMR/article/16180
Daya, H. D. (2026). Student mental health in virtual and traditional learning. Journal of College Student Psychotherapy, 18(1), 1–12. https://digitalcommons.lib.uconn.edu/cgi/viewcontent.cgi?article=1904&context=jcihe
Fauzi, M. S. H. M., Jamar, A., Pisol, M. I. M., Noh, M. A. M., Ilias, M. F., & Tahmil, N. N. A. (2025). Tahap pengetahuan pelajar terhadap bahan digital dalam sesi pengajaran dan pembelajaran model hibrid: Kajian kes pelajar bahasa Arab dan kesusasteraan Islam di USIM. O-JIE: Online Journal of Islamic Education, 13(1), 64–70. https://ejournal.um.edu.my/index.php/O-JIE/article/view/65780/19047
Hasrol, M. N. H., Zaa’ba, N. U. R. M. A. I. S. A. R. A., & Ismail, F. E. (2007). Pendekatan e-digital sebagai teknik pengajaran efektif dan mesra pembelajaran: Model UiTM. Dalam Teknologi dan Inovasi dalam Pengajaran dan Pembelajaran (hlm. 36).
Hassan, H., Mohd Aman, A., & Mohd Kasirun, N. (2023). Pandemik dan kesan psikologi terhadap pelajar dalam pembelajaran dalam talian. ASEAN Journal of Teaching and Learning in Higher Education, 15(1), 29–40.https://ejournal.ukm.my/ajtlhe/article/view/58278/14244
Huang, M., Wang, S., Yao, W., et al. (2026). The impact of digital teaching on learning burnout in college students: The moderating role of self-efficacy and the mediating effect of learning adaptability. BMC Medical Education, 26(1), 194. https://link.springer.com/article/10.1186/s12909-025-08330-0
Inbaraj, L. M. S., Hamzah, M., & Apatura, N. (2025). Digital learning and its impact on social-emotional development: A review of current trends and implications. PICTURE Journal: International Journal of Education and Social Sciences, 3(1), 64–72. https://karyailham.com.my/index.php/picl/article/view/226/459
Jafar, M. F., Amran, Z. A., Yaakob, M. F. M., Yusof, M. R., & Awang, H. (2020, October). Kesediaan pembelajaran dalam talian semasa pandemik Covid-19. In Prosiding Seminar Darulaman (pp. 404-410).https://www.researchgate.net/publication/345893409_Kesediaan_Pembelajaran_Dalam_Talian_Semasa_Pandemik_COVID_19#fullTextFileContent
Martinez, A., Roberts, C., & Nguyen, T. (2025). Digital learning environments and student wellbeing: A systematic review. Educational Research Review, 34, 100421.
Mohd Salihin Hafizi Mohd Fauzi, Annasaii Jamar, Mohd Izzuddin Mohd Pisol, et al. (2025). Tahap pengetahuan pelajar terhadap bahan digital dalam sesi pengajaran dan pembelajaran model hibrid: Kajian kes pelajar Bahasa Arab dan Kesusasteraan Islam di USIM. The Online Journal of Islamic Education.https://ajap.um.edu.my/index.php/O-JIE/article/view/65780/19047
Mukhemar, R., Affouneh, S., & Burgos, D. (2025). Technology-enabled social-emotional learning for university students. Frontiers in Education, 10, 1655634. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1655634/full
Noor Azmi, H. S., & Omar, F. I. (2024). Penggunaan media sosial dan impaknya terhadap kesejahteraan emosi mahasiswa Muslim: Kajian di Universiti Islam Selangor. Al i’lam: Journal of Contemporary Islamic Communication and Media, 4(1). https://jcicom.usim.edu.my/index.php/journal/article/view/107/73
Nor Zahidah Ahmad, Nur Shuhadak Ismail, & Khairun Nisaa Mohd. (2021). Penerimaan dan kesediaan pembelajaran dalam talian dalam kalangan mahasiswa baharu KUIPSAS pada musim pandemik COVID-19. Jurnal Dunia Pendidikan, 3(1), 22-33. https://ir.uitm.edu.my/id/eprint/82259/2/82259.pdf
Salim, N. A., & Anak Sabli, J. (2025). Students’ emotions in online learning post Covid 19: A study of Malaysian university students. Tropical and Underwater Research, 14(2), 28–40 https://publisher.unimas.my/ojs/index.php/TUR/article/view/7757/2429
Samsudin, D., Salman, A., Rameli, N. A., Pitchan, M. A., & Md Zulkifle, N. F. (2024). Role of social media dependency factors and tabayyun towards youth behaviour on social media. Islamiyyat: The International Journal of Islamic Studies, 46(2), 208–219. https://ejournal.ukm.my/islamiyyat/article/view/81174/16609
Song, W., Wang, Z., & Zhang, R. (2022). Classroom digital teaching and college students' academic burnout in the post COVID-19 era: A cross-sectional study. International Journal of Environmental Research and Public Health, 19(20), 13403. https://www.mdpi.com/1660-4601/19/20/13403
Tu, Y., Huang, C., & colleagues. (2026). Mapping the structure of student burnout in online learning: An integrated Gaussian model and directed acyclic graph approach. Computers & Education, 196, 105102. https://www.sciencedirect.com/science/article/abs/pii/S1096751626000047
Zhang, J., Yang, W., Luo, X., & Wang, L. (2025). The relationship between stress and academic burnout in college students: Evidence from longitudinal data on indirect effects. Frontiers in Psychology, 16, 1517920. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1517920/full
Zhao, S.-X., Han, T., Bi, W.-Z., Fei, L.-L., Han, L.-L., Wang, Y.-L., Ping, Z.-G., Wang, C.-J., Hao, C.-F., & Xin, Y.-J. (2026). Emotion regulation habits and emotional states of college students during lockdown: A cross-sectional survey. World Journal of Psychiatry, 16(1), 111778. https://www.wjgnet.com/2220-3206/full/v16/i1/111778.htm
Zulkifli, N., @ Abd Rahman, N. A., & Ahmad, S. (2020). Kajian tinjauan persepsi murid sekolah menengah terhadap pembelajaran dalam talian semasa pandemik COVID-19. Jurnal IPDA, 27(1), 74-88. (Teks penuh boleh diakses menerusi Portal MySitasi Kementerian Pendidikan Tinggi). https://mysitasi.mohe.gov.my/journal-website/get-meta-article?artId=41b738d0-6229-11ef-a699-005056a6a970&formatted=true
