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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Al-Qiyam Jurnal Tana Mana
Andri Supino
Universitas Ma’arif Lampung, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

Abstract

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.
Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

Abstract

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.
Fear of Missing Out (FOMO) and the Formation of Academic Identity among Preservice Islamic Education Teachers: A Study of PAI 6E Students Andri Supino; Rina Mida Hayati; Lutfi Fadilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1436

Abstract

This study aims to analyze the phenomenon of Fear of Missing Out (FOMO) in the formation of academic identity among Islamic Education students in the digital era. FOMO, which is associated with intensive social media use, has emerged as a new challenge in education, particularly in maintaining students’ commitment to academic values. This study employed a qualitative approach using a phenomenological method to explore students’ subjective experiences of FOMO. The participants were students from the PAI 6E class who were selected through purposive sampling. The findings indicate that FOMO is influenced by psychological factors, including social anxiety and the need for social recognition, as well as the high intensity of social media use. FOMO affects students’ learning concentration, time management, and engagement in academic activities. Furthermore, it influences the formation of students’ academic identities, which does not occur linearly but rather through an ongoing process of negotiation between academic demands and digital-social pressures. Nevertheless, students continue to demonstrate an awareness of academic values as an important component of their identities. The study concludes that FOMO is a significant factor shaping students’ academic dynamics and the development of their academic identities. Therefore, strengthening digital literacy and fostering academic character are essential to help students navigate the challenges associated with digital environments.
Co-Authors Lutfi Fadilah Rina Mida Hayati Suhono Suhono, Suhono