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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Psikilogiya Journal
Fathimah Az Zahra
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Health Professions Public Health Social Sciences Other

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Experimental Research Methods“Validity in Experimental Psychology Research” Fathimah Az Zahra; Rahma Paramitha Lubis; Zahra Wirani
Psikologiya Journal Vol. 1 No. 1 (2024): PJ-MARET
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/jvnrk089

Abstract

The experimental method is one of the main approaches in psychological research that allows for causal inference. In experiments, researchers examine human behavior from various aspects, such as cognitive, personality, and motivation. The validity of experimental research is a measure of the extent to which the research is precise and reliable in measuring what it is intended to measure. Validity is concerned with the correctness of the inference that results from the research. This article discusses validity in psychology experimental research, including the definition, function, and types of validity. Internal validity indicates the extent to which the cause-and-effect relationship observed in the experiment corresponds to the treatment given, while external validity evaluates the extent to which the results of the study can be generalized to a wider population. Factors such as sample peculiarities and test reactivity affect external validity. Understanding validity in experimental research is important to ensure the accuracy and reliability of the research results as well as their generalizability to different contexts and populations.
Scrolling vs Studying: Dampak Cyberloafing terhadap Student Engagement Mahasiswa dalam Perkuliahan Daring Fathimah Az Zahra; Indriyani Santoso
YASIN Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i3.10044

Abstract

The phenomenon of cyberloafing in online lectures has become an issue that can affect students’ academic engagement, particularly in the context of digital learning. Although this issue has received attention in educational studies and academic psychology, research that specifically examines the relationship between cyberloafing and student engagement among students who actively participate in online lectures still needs to be strengthened. This study aims to analyze the relationship between cyberloafing and student engagement among students undergoing online lectures. This study used a quantitative approach with a correlational design, involving 84 students selected through purposive sampling. Data were collected using a cyberloafing scale and a student engagement scale, and were then analyzed using Pearson Product-Moment correlation. The results showed that the level of cyberloafing was in the low-to-moderate category, with a mean score of M = 53.01 from a theoretical range of 20–100, whereas student engagement was in the moderate-to-high category, with a mean score of M = 76.52 from a theoretical range of 24–120. The correlation analysis results indicated a significant negative relationship between cyberloafing and student engagement, with r = -0.422 and p = 0.000. These findings indicate that the higher students’ involvement in non-academic activities during online lectures, such as accessing social media or playing games, the lower their engagement in learning. The conclusion of this study emphasizes the importance of controlling cyberloafing to maintain students’ academic engagement. The implications of this study suggest that lecturers and educational institutions should design more interactive online learning and encourage students’ self-regulation so that learning engagement can be maintained.
Co-Authors Indriyani Santoso Rahma Paramitha Lubis Zahra Wirani