Cyberslacking di Sekolah: Faktor Penyebab dan Strategi Penangan
Abstract
Fenomena cyberslacking semakin marak di kalangan siswa sekolah seiring dengan meningkatnya akses terhadap perangkat digital dalam lingkungan pendidikan. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang memicu terjadinya cyberslacking serta strategi penanganan yang dapat diterapkan untuk mengurangi perilaku tersebut, khususnya dalam konteks pembelajaran bahasa Jepang. Melalui metode studi literatur, penelitian ini meninjau temuan empiris terkait gangguan digital dan penggunaan perangkat mobile yang berpotensi memicu perilaku cyberslacking. Hasil kajian menunjukkan bahwa faktor-faktor pemicu meliputi rendahnya motivasi belajar, lemahnya kontrol diri, desain pembelajaran yang pasif, tekanan sosial dari teman sebaya, serta kebiasaan penggunaan perangkat sebelumnya. Strategi penanganan yang direkomendasikan mencakup penetapan kebijakan penggunaan perangkat yang jelas, penerapan pembelajaran aktif, peningkatan regulasi diri siswa, integrasi teknologi yang relevan dengan tujuan pembelajaran, serta penguatan hubungan antara guru dan siswa. Temuan ini diharapkan dapat memberikan wawasan praktis bagi pendidik dalam menciptakan lingkungan belajar yang lebih kondusif dan bebas dari perilaku cyberslacking.
References
[1] R. Simanjuntak, S. Nawangsari, and F. Ardi, “Cyberslacking: A literature review of non-academic media-multitasking of university students,” Jurnal Psikologi Pendidikan, vol. 4, no. 1, pp. 34–46, 2018.
[2] H. Putra, and R. Dewi, “Smartphone distractions in vocabulary learning among university students,” Jurnal Pendidikan Bahasa, vol. 8, no. 3, pp. 112–127, 2023.
[3] C. Chrisnatalia, I. Leoniharza, and L. Liwun, “The impact of cyberslacking on university students’ academic engagement,” Jurnal Pendidikan Digital, vol. 5, no. 2, pp. 45–60, 2023.
[4] S. Martin, R. Long, T. Haywood, and K. Xie, “Digital distractions in education: A systematic review of causes, consequences, and prevention strategies,” Educational Technology Review, vol. 17, no. 1, 12–34, 2025.
[5] N. E. Ntobuo, A. Arbie, and L. N. Amali, “The development of gravity comic learning media based on gorontalo culture,” Jurnal Pendidikan IPA Indonesia, vol. 7, no. 2, 246–251, 2018, doi: 10.15294/jpii.v7i2.14344.
[6] G. J. Hwang, S. Y. Wang, and L. C. Lai, “Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics,” Computers & Education, vol. 160, pp. 104031, 2021, doi: 10.1016/j.compedu.2020.104031.
[7] A. Nasution, “Technology-enhanced learning and student motivation in language classrooms,” Jurnal Pembelajaran Bahasa, vol. 10, no. 1, pp. 21–35, 2023.
[8] H. Rosyidah, H. Hamim, and M. Cholili, “The effect of digital distraction on student motivation in foreign language learning,” Indonesian Journal of Language Learning, vol. 12, no. 2, pp. 78–95, 2024.
[9] G. A. T. Jayantika and G. Namur, “Peran teknologi pembelajaran dalam meningkatkan literasi digital matematika,” Indonesian Journal of Educational Development, vol. 3, no. 2, pp. 285, 2022, https://doi.org/10.5281/zenodo.7033331.
[10] Y. Akbulut, Ö. Ö. Dursun, O. Dönmez, and Y. L. Şahin, “In search of a measure to investigate cyberloafing in educational settings,” Computer in Human Behavior, vol. 55, pp. 616–625, 2016.
[11] J. E. Gerow, P.S. Galluch, and J.B. Thatcher, “To slack or not to slack: Internet usage in the classroom,” Journal of Information Techonology Theory and Application, vol. 11, no. 3, pp. 5–23, 2010.
[12] N. Rana, Y. Dwivedi, E. Slade, and B. Lal, “Cyber-slacking: exploring students’ usage of internet-enabled devices for non-class related activities,” in AMCIS 2016 Proceedings, vol. 12, 2016.
[13] A. K. Bahari, A. A. Surur, D. Purwantie, and N. S. Afiati, “Distraksi digital: studi korelasional antara stres akademik dengan cyberslacking,” in Prosiding Temu Ilmiah Nasional, vol. 1, pp. 421–435, 2021.
[14] E. D. Ragan, S. R. Jennings, J. D. Massey, and P. E. Doolittle, “Unregulated use of laptops over time in large lecture class,” Computers & Education, vol. 78, pp. 78–86. 2014.
[15] A. L. Blanchard and C. A. Henle, “Correlates of different forms of cyberloafing: The role of norms and external locus of control,” Computers in Human Behavior, vol. 24, no. 3, pp. 1067–1084. 2008.
[16] S. Ariyanti, “Peran teknologi digital dalam meningkatkan strategi belajar pada remaja awal dan akhir,” TARBAWI: Jurnal Pendidikan dan Keagamaan, vol. 13, no. 1, pp. 31–44, 2025.
[17] A. E. Flanigan and K. A. Kiewra, What college instructors can do about student cyber-slacking. Educational Psychology Review, vol. 30, no. 4, pp. 585–597, 2018, https://doi.org/10.1007/s10648-017-9418-2.
[18] A. Taneja, V. Fiore, and B. Fischer, “Cyber-slacking in the classroom: Potential for digital distraction in the new age,” Computers & Education, vol. 82, pp. 141–151, 2015.
[19] A. Arnadi, A. Aslan, and M. Mahbu, “Upaya guru pendidikan agama Islam dalam mengimplementasikan kurikulum 2013 Madrasah Ibtidaiyah se-kkm 2 Sambas,” Jurnal Inspiratif Pendidikan, vol. 10, no. 2, pp. 247–256, 2021, https://doi.org/10.24252/ip.v10i2.18571.
[20] I. Ikhlas, A. Aslan, and M. Mutazam, “Implementasi strategi inquiry guru PAI dalam meningkatkan critical thinking siswa kelas VI dengan konsep Higher Order Thinking Skills (HOTS) di SDN 06 Mensere tahun pelajaran 2023/2024,” ADIBA: Journal of Education, vol. 4, no. 4, pp. 813–822, 2024.
[21] F. Firdausih and A. Aslan, “Literature review: The effect of project-based learning on student motivation and achievement in science,” Indonesian Journal of Education (INJOE), vol. 4, no. 3, 2024.
[22] L. Judijanto, R. Mata, and H. R. F. Putra, “Transformasi digital di dunia pendidikan: Integrasi teknologi dalam kurikulum sekolah,” Jurnal Ilmiah Edukatif, vol. 11, no. 1, pp. 37–46, 2025.
[23] A. Sadriani, M. R. S. Ahmad, and I. Arifin, “Peran guru dalam perkembangan teknologi pendidikan di era digital,” in Prosiding Seminar Nasional UNM ke-62, vol. 1, pp. 32–37, 2023, https://doi.org/10.59562/semnasdies.v1i1.431.
[2] H. Putra, and R. Dewi, “Smartphone distractions in vocabulary learning among university students,” Jurnal Pendidikan Bahasa, vol. 8, no. 3, pp. 112–127, 2023.
[3] C. Chrisnatalia, I. Leoniharza, and L. Liwun, “The impact of cyberslacking on university students’ academic engagement,” Jurnal Pendidikan Digital, vol. 5, no. 2, pp. 45–60, 2023.
[4] S. Martin, R. Long, T. Haywood, and K. Xie, “Digital distractions in education: A systematic review of causes, consequences, and prevention strategies,” Educational Technology Review, vol. 17, no. 1, 12–34, 2025.
[5] N. E. Ntobuo, A. Arbie, and L. N. Amali, “The development of gravity comic learning media based on gorontalo culture,” Jurnal Pendidikan IPA Indonesia, vol. 7, no. 2, 246–251, 2018, doi: 10.15294/jpii.v7i2.14344.
[6] G. J. Hwang, S. Y. Wang, and L. C. Lai, “Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics,” Computers & Education, vol. 160, pp. 104031, 2021, doi: 10.1016/j.compedu.2020.104031.
[7] A. Nasution, “Technology-enhanced learning and student motivation in language classrooms,” Jurnal Pembelajaran Bahasa, vol. 10, no. 1, pp. 21–35, 2023.
[8] H. Rosyidah, H. Hamim, and M. Cholili, “The effect of digital distraction on student motivation in foreign language learning,” Indonesian Journal of Language Learning, vol. 12, no. 2, pp. 78–95, 2024.
[9] G. A. T. Jayantika and G. Namur, “Peran teknologi pembelajaran dalam meningkatkan literasi digital matematika,” Indonesian Journal of Educational Development, vol. 3, no. 2, pp. 285, 2022, https://doi.org/10.5281/zenodo.7033331.
[10] Y. Akbulut, Ö. Ö. Dursun, O. Dönmez, and Y. L. Şahin, “In search of a measure to investigate cyberloafing in educational settings,” Computer in Human Behavior, vol. 55, pp. 616–625, 2016.
[11] J. E. Gerow, P.S. Galluch, and J.B. Thatcher, “To slack or not to slack: Internet usage in the classroom,” Journal of Information Techonology Theory and Application, vol. 11, no. 3, pp. 5–23, 2010.
[12] N. Rana, Y. Dwivedi, E. Slade, and B. Lal, “Cyber-slacking: exploring students’ usage of internet-enabled devices for non-class related activities,” in AMCIS 2016 Proceedings, vol. 12, 2016.
[13] A. K. Bahari, A. A. Surur, D. Purwantie, and N. S. Afiati, “Distraksi digital: studi korelasional antara stres akademik dengan cyberslacking,” in Prosiding Temu Ilmiah Nasional, vol. 1, pp. 421–435, 2021.
[14] E. D. Ragan, S. R. Jennings, J. D. Massey, and P. E. Doolittle, “Unregulated use of laptops over time in large lecture class,” Computers & Education, vol. 78, pp. 78–86. 2014.
[15] A. L. Blanchard and C. A. Henle, “Correlates of different forms of cyberloafing: The role of norms and external locus of control,” Computers in Human Behavior, vol. 24, no. 3, pp. 1067–1084. 2008.
[16] S. Ariyanti, “Peran teknologi digital dalam meningkatkan strategi belajar pada remaja awal dan akhir,” TARBAWI: Jurnal Pendidikan dan Keagamaan, vol. 13, no. 1, pp. 31–44, 2025.
[17] A. E. Flanigan and K. A. Kiewra, What college instructors can do about student cyber-slacking. Educational Psychology Review, vol. 30, no. 4, pp. 585–597, 2018, https://doi.org/10.1007/s10648-017-9418-2.
[18] A. Taneja, V. Fiore, and B. Fischer, “Cyber-slacking in the classroom: Potential for digital distraction in the new age,” Computers & Education, vol. 82, pp. 141–151, 2015.
[19] A. Arnadi, A. Aslan, and M. Mahbu, “Upaya guru pendidikan agama Islam dalam mengimplementasikan kurikulum 2013 Madrasah Ibtidaiyah se-kkm 2 Sambas,” Jurnal Inspiratif Pendidikan, vol. 10, no. 2, pp. 247–256, 2021, https://doi.org/10.24252/ip.v10i2.18571.
[20] I. Ikhlas, A. Aslan, and M. Mutazam, “Implementasi strategi inquiry guru PAI dalam meningkatkan critical thinking siswa kelas VI dengan konsep Higher Order Thinking Skills (HOTS) di SDN 06 Mensere tahun pelajaran 2023/2024,” ADIBA: Journal of Education, vol. 4, no. 4, pp. 813–822, 2024.
[21] F. Firdausih and A. Aslan, “Literature review: The effect of project-based learning on student motivation and achievement in science,” Indonesian Journal of Education (INJOE), vol. 4, no. 3, 2024.
[22] L. Judijanto, R. Mata, and H. R. F. Putra, “Transformasi digital di dunia pendidikan: Integrasi teknologi dalam kurikulum sekolah,” Jurnal Ilmiah Edukatif, vol. 11, no. 1, pp. 37–46, 2025.
[23] A. Sadriani, M. R. S. Ahmad, and I. Arifin, “Peran guru dalam perkembangan teknologi pendidikan di era digital,” in Prosiding Seminar Nasional UNM ke-62, vol. 1, pp. 32–37, 2023, https://doi.org/10.59562/semnasdies.v1i1.431.
Published
2026-06-05
How to Cite
FUADAH, Firda Zahratul; LAVEDA, Vina.
Cyberslacking di Sekolah: Faktor Penyebab dan Strategi Penangan.
Journal of Language Education Studies and Applied Linguistics, [S.l.], v. 2, n. 2, p. 1-6, june 2026.
ISSN 3089-8641.
Available at: <https://jos.unsoed.ac.id/index.php/JoLESAL/article/view/18685>. Date accessed: 26 june 2026.
doi: https://doi.org/10.20884/1.jolesal.2026.2.2.18685.
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Language Education Studies and Applied Linguistics (JoLESAL) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
