Analisis Hubungan Lama Pengunaan Gadget dengan Tingkat Stress Mahasiswa
DOI:
https://doi.org/10.55123/insologi.v4i3.4839Keywords:
Gadget Use, Stress Levels, Students, Mental HealthAbstract
This study aims to analyze the relationship between the duration of use of gadgets and stress levels in Prima Indonesia University students. In the current digital era, the use of gadgets has become an inseparable part of the daily life of students, both for academic purposes, entertainment, and social communication. However, excessive use of gadgets can have a negative impact on mental health, especially in terms of increasing stress levels.It is feared that the use of gadgets among students can trigger various psychological problems, especially when students are faced with high academic pressure, college assignments, and the need to continue to be connected online. Therefore, it is important to understand the extent of the duration of the use of gadgets to contribute to the stress experienced. The research method used is a quantitative survey, with questionnaires distributed to 50 students from various majors, such as economics, information systems, informatics engineering, and medicine. The data collected was analyzed using the Pearson correlation test and regression analysis. The results showed a positive and significant relationship between the length of use of gadgets and stress levels. Students who use gadgets for a longer time tend to have a higher stress level. This finding is expected to be the basis for the development of intervention programs that aim to reduce student stress through wise and healthy management of gadgets.
Downloads
References
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
Bawden, D., & Robinson, L. (2009). The dark side of information: Overload, anxiety and other paradoxes. Journal of Information Science, 35(2), 180-191. [https://doi.org/10.1177/0165551508095781] (https://doi.org/10.1177/0165551508095781)
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. University of Nebraska.
Hidayat, F., et al. (2021). Pengaruh Penggunaan Gadget terhadap Konsentrasi Belajar Mahasiswa. Universitas Indonesia.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being?. American Psychologist, 53(9), 1017-1031. [https://doi.org/10.1037/0003-066X.53.9.1017 ](https://doi.org/10.1037/0003-066X.53.9.1017)
Kuss, D. J., & Griffiths, M. D. (2017). Social Networking Sites and Addiction: Ten Lessons Learned. Nottingham Trent University.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. University of California.
Lee, E. H., Cha, S. H., Lee, H. J., Kim, K. H., & Kim, D. H. (2019). Psychometric properties of the perceived stress scale (PSS) in Korean adults. Journal of Korean Academy of Nursing, 49(6), 763-774. [https://doi.org/10.4040/jkan.2019.49.6.763](https://doi.org/10.4040/jkan.2019.49.6.763)
Mills, J., et al. (2018). Mindfulness-Based Interventions for Reducing Stress. University of Sydney.
Przybylski, A. K., & Weinstein, N. (2017). Can You Connect with Me Now?. University of Oxford.
Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Sleep disruption due to social media use. California State University.
Sekaran, U. (2013). Research methods for business: A skill-building approach. Southern Illinois University.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. [https://doi.org/10.1111/j.1469-7610.2007.01872.x](https://doi.org/10.1111/j.1469-7610.2007.01872.x)
Tinambunan, T. R. (2020). Pengaruh Penggunaan Media Digital terhadap Stres Mahasiswa. Universitas Sumatera Utara.
Tirtayanti, D. (2021). Hubungan Penggunaan Gadget dan Kesehatan Mental Mahasiswa. Universitas Diponegoro.
Twenge, J. M. (2017). iGen: Why today's super-connected kids are growing up less rebellious, more tolerant, less happy—and completely unprepared for adulthood—and what that means for the rest of us. Atria Books.
Vogel, E. A., & Rose, J. P. (2016). Self-comparison, social media, and body image. Psychology of Popular Media Culture, 5(2), 166-179. [https://doi.org/10.1037/ppm0000099] (https://doi.org/10.1037/ppm0000099)
Wang, J., et al. (2019). Impact of Screen Time on Student Well-Being. Peking University. [https://doi.org/10.3389/fpsyg.2019.01759] (https://doi.org/10.3389/fpsyg.2019.01759)
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Renaldy Angkasa, Palma Juanta, Gabriella Halim
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa INSOLOGI (Jurnal Sains dan Teknologi) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada INSOLOGI (Jurnal Sains dan Teknologi).
