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All Journal JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA G-Couns: Jurnal Bimbingan dan Konseling Eudaimonia : Journal Psychology
Neulis Dewi Julaeha Daswilah
Universitas Sains Indonesia
Religion Humanities Education Physics Social Sciences Other

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PENGUKURAN FEAR OF MISSING OUT  PADA GURU: VALIDASI FoMOS Novi Hidayat; Neulis Dewi Julaeha Daswilah; Iksal Maulana
Eudaimonia Journal Psychology Vol. 2 No. 1 (2025): Eudaimonia Journal Psychology Universitas Sains Indonesia
Publisher : Universitas Sains Indonesia Publishing

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Abstract

The integration of digital technology in the teaching profession exposes educators to an intense flow of information, increasing their vulnerability to Fear of Missing Out (FoMO). Although FoMO has been extensively studied globally, research focusing on teachers particularly in Indonesia, where digital engagement is high remains very limited. This study aims to adapt and validate the Fear of Missing Out Scale (FoMOS) for the context of Indonesian teachers by examining its psychometric properties. A quantitative approach was employed, including content validation by experts (VI = 1), readability testing (VI = 1), and data collection from 68 vocational high school teachers using purposive sampling. Structural validity was analyzed using Confirmatory Factor Analysis (CFA). Results indicated a high KMO value (0.845), a three-factor structure with factor loadings ranging from 0.585 to 0.818, and strong reliability (0.973). Overall, this adapted FoMOS is both valid and reliable for measuring FoMO among Indonesian teachers.
Validity and Reliability of the Scale Problematic Smartphone Use (PSU) Novi Hidayat; Neulis Dewi Julaeha Daswilah
Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 11 No. 2 (2025): This issue focuses on Education and Social
Publisher : STABN RADEN WIJAYA WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/pssa.v11i2.2180

Abstract

This study aims to examine the validity and reliability of the Smartphone Addiction Scale – Short Version (SAS-SV) among teachers in Vocational High Schools in Bekasi Regency. The research uses a cross-sectional design with a sample of 132 teachers, selected through multistage random sampling. Content validity was tested via expert judgment, construct validity was assessed through Confirmatory Factor Analysis (CFA), and reliability was tested using Cronbach’s Alpha. The findings indicate that SAS-SV has excellent validity and reliability, with a Cronbach’s Alpha value of 0.923. This instrument proved consistent in measuring the construct of Problematic Smartphone Use (PSU) among Vocational High Schools teachers, making it relevant for future studies. This finding contributes significantly to the development of PSU instruments for educators and provides a foundation for policies related to smartphone usage in schools, as well as digital literacy programs and psychological support for teachers. Future studies are recommended using a longitudinal design to expand generalizability and understanding of PSU stability
FoMO, Loneliness, Emotion Regulation, and Academic Burnout as Predictors of Problematic Smartphone Use (PSU) among Vocational High School Teachers Novi Hidayat; Ziyadi Ali Ikromi; Putri Ayu Widyautami; Neulis Dewi Julaeha Daswilah; Iksal Maulana
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8593

Abstract

The rapid growth of smartphone use offers many benefits but also raises risks of problematic smartphone use (PSU), which negatively affects psychological well-being, job performance, and social interaction. While prior research has largely focused on adolescents and university students, studies on teachers remain limited. To address this gap, the present study examined the effects of fear of missing out (FoMO), loneliness, emotion regulation, and academic burnout on PSU among vocational high school teachers in Bekasi Regency, Indonesia. Using a quantitative ex-post facto design, data were collected from 132 teachers selected through multistage random sampling. Instruments (SAS-SV, FoMO Scale, UCLA Loneliness Scale, ERQ, Academic Burnout Scale) demonstrated excellent validity and reliability (α = 0.923–0.973). Multiple regression analysis indicated a significant effect (F = 6.491; p < 0.001) with R² = 47%. Findings highlight the importance of digital well-being programs through adaptive emotional regulation, workload management, and healthy technology use. Keywords: academic burnout, emotion regulation, FoMO, problematic smartphone use, vocational high school teachers
Co-Authors Iksal Maulana Novi Hidayat Novi Hidayat Putri Ayu Widyautami Ziyadi Ali Ikromi