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INDONESIA
Jurnal Kajian Pendidikan dan Psikologi
Published by PT Altin Riset Publishing
ISSN : -     EISSN : 29887526     DOI : https://doi.org/10.61397/jkpp.v1i
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The content of articles JKPP published relates to multidisciplinary education, psychology and branches of psychology such as clinical, educational, social, industrial and organizational, or other themes such as positive and indigenous psychology.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 102 Documents
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THE EFFECT OF THE FREQUENCY OF TIKTOK USE AND STUDENTS’ LIFESTYLE ON THEIR CONCENTRATION WHILE STUDYING Elsa Sulistia Rini; Edris Zamroni; Nur Mahardika
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.579

Abstract

This study aims to analyze the relationship between the intensity of TikTok use and students’ lifestyles and their concentration while studying in high school. The study employed a quantitative approach with a correlational design using multiple linear regression analysis. The study was conducted at SMAN 1 Mejobo, Kudus Regency, involving 290 students in grades 10, 11, and 12 who were selected using stratified random sampling. Data were collected using a four-point Likert scale questionnaire that measured the intensity of TikTok use, students’ lifestyles, and academic concentration. The instrument underwent validity and reliability testing, with an overall Cronbach’s alpha value of 0.844. Data analysis was performed using SPSS 23 through classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination. The results of the study indicate that the intensity of TikTok use is positively and significantly associated with academic concentration (β = 0.146; t = 4.207; p < 0.001). Students’ lifestyle also showed a positive and significant relationship with concentration while studying and had a more dominant predictive power (β = 0.773; t = 22.219; p < 0.001). Simultaneously, the two variables produced a significant model (F = 294.153; p < 0.001), with R = 0.820 and R² = 0.672. Thus, the model explains 67.2% of the variation in students’ concentration while studying. These findings underscore the importance of a comprehensive approach that integrates social media use management, self-regulation, time management, and the development of an academic lifestyle that supports concentration during study.
THE EFFECTS OF SOCIAL MEDIA USE AND ACADEMIC PROCRASTINATION ON STUDENTS’ LEARNING MOTIVATION Fera Fitrianingsih; Edris Zamroni; Richma Hidayati
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.580

Abstract

This study aims to analyze the relationship between social media use and academic procrastination and the learning motivation of students at State High School 1 Mejobo, Kudus. The study employed a quantitative approach with an ex post facto correlational design. The study population consisted of 1,061 students in grades 10, 11, and 12, with a sample of 290 students selected using stratified random sampling. Data were collected via a four-point Likert-scale questionnaire that had undergone validity and reliability testing. Data analysis was performed using multiple linear regression with SPSS 23.0, after meeting the criteria for normality, heteroscedasticity, and multicollinearity. The results indicate that social media use is positively and significantly associated with learning motivation (B = 0.163; t = 3.259; p = 0.001). Academic procrastination also shows a positive and significant relationship with learning motivation (B = 0.313; t = 6.315; p < 0.001). Taken together, these two variables produced a significant model (F = 40.300; p < 0.001), with an R² value of 0.529. Thus, social media use and academic procrastination collectively explain 52.9% of the variation in students’ learning motivation. These findings underscore the importance of understanding digital behavior and the management of academic tasks in a contextual manner when developing strategies to enhance learning motivation.

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