Article Per Year (5 Year)
p-Index From 2021 - 2026
1.953
P-Index
This Author published in this journals
All Journal NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Al-Irsyad: Jurnal Pendidikan dan Konseling Journal on Education Jurnal Pendidikan dan Konseling Jurnal Neo Konseling Berajah Journal JPLED Jurnal Pendidikan Sultan Agung
Joni Adison
Universitas PGRI Sumatera Barat
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
THE INFLUENCE OF SOCIAL MEDIA USE ON FEAR OF MISSING OUT (FoMO) AMONG STUDENTS AT SMPN 2 TEMBILAHAN KOTA Annisa Agmilia Lathifa; Yasrial Chandra; Joni Adison
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1204

Abstract

This study aims to describe: 1) social media use, 2) students’ Fear of Missing Out (FoMO), and 3) the influence of social media use on students’ Fear of Missing Out (FoMO). This research is a quantitative descriptive study. The population of this study consisted of 181 students, while the sample included 125 students selected through proportional stratified random sampling using a random selection technique.Data were collected using a questionnaire, and the data analysis employed descriptive statistics with simple linear regression analysis. The results were processed using score interval analysis. The findings indicate that: 1) social media use among junior high school students is in the moderately high category; 2) FoMO among students is also in the moderately high category; and 3) there is a 15% influence of social media use on students’ Fear of Missing Out (FoMO) at SMPN 2 Tembilahan Kota. Based on these findings, it is highly recommended that students develop self-awareness by recording their daily social media usage patterns to identify FoMO triggers. School counselors (guidance and counseling teachers) are encouraged to be proactive by conducting routine assessments using the FoMO scale for early detection of high-risk students, followed by individual or group counseling sessions based on Cognitive Behavioral Therapy (CBT) to help restructure negative thought patterns.
Learning Motivation Profile of Fatherless Students Geni Triansyah; Citra Imelda Usmane; Joni Adison
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1261

Abstract

This study was motivated by observations of "fatherless" students (students growing up without a father figure) at SMKN 3 Padang who frequently procrastinate on assignments—leading to missed deadlines—give up easily when encountering difficulties, and lose enthusiasm when facing academic challenges. The study aimed to determine the learning motivation profiles of these students based on four indicators: persistence in tackling assignments, tenacity in overcoming difficulties, independence in learning, and susceptibility to boredom with routine tasks. A quantitative descriptive method was employed. The study population consisted of 30 students, all of whom were selected using purposive sampling. Data were collected via questionnaires and analyzed using descriptive analysis. The results indicate that the learning motivation profile of fatherless students at SMKN 3 Padang falls into the low category across all indicators: 1) persistence in tackling assignments (low); 2) tenacity in overcoming difficulties (low); 3) independence in learning (low); and 4) susceptibility to boredom with routine tasks (low). Based on these findings, it is recommended that fatherless students enhance their learning motivation by fostering a stronger desire to learn—grounded in the belief that education is important and contributes to their well-being—thereby cultivating high motivation for their studies.
Co-Authors Abdul Rahman Annisa Agmilia Lathifa Chandra, Yasrial Citra Imelda Usmane Fifi Yasmi Fitria Kasih Geni Triansyah Iga Ngesti Indah Zalita Putri Nadila Nadila Ovella Rahmadeni Putra, Fuaddillah Resiana Resiana Risca Alvina Yuliani Shonya Syifani Suryadi Suryadi Triyono, Triyono Usman, Citra Imelda Wira Solina