Mindfulness dan Boredom pada Mahasiswa yang mengikuti Kuliah Dalam Jaringan (Daring)
Abstract views: 224 | PDF (Bahasa Indonesia) downloads: 443
Abstract
The Covid-19 pandemic has brought about significant changes in the field of education, with traditional face-to-face learning transitioning to online instruction, resulting in a one-directional and monotonous learning experience that can lead to feelings of boredom. Boredom, which is an unsatisfactory state, can be counteracted by the positive individual characteristic of mindfulness. This study aims to explore the relationship between mindfulness and boredom in students who are attending online classes. A correlational quantitative approach was used in this study, employing a convenience sampling technique that resulted in a sample size of 346 students, consisting of 73 males and 273 females. Individual mindfulness was measured using the Mindful Attention Awareness Scale (MAAS) (α = 0.859), while boredom was measured using the Multidimensional State Boredom Scale (MSBS) (α = 0.953). The study revealed that there was a significant negative correlation between mindfulness and boredom (r = -0.295; p = 0.001). Furthermore, mindfulness was found to be significantly negatively correlated with four of the five dimensions of boredom, namely disengagement, high arousal, inattention, and low arousal (r = -0.239, r = -0.339, r = -0.321, r = -0.280). These findings suggest that individuals who exhibit higher levels of mindfulness are less likely to experience boredom. Therefore, the study concludes that mindfulness can help individuals regulate their attention and emotions, thereby mitigating the harmful effects of boredom.
References
Adit, A. (2021, Juli 17). Pandemi Berkepanjang-an, Dosen dan Mahasiswa Mulai Jenuh Kuliah Daring. Kompas.com. https://www.kompas.com/edu/read/2021/07/15/125350571/pandemi-berkepanjangan-dosen-dan-mahasiswa-mulai-jenuh-kuliah-daring?page=all
Alam, S. O. (2021, Oktober 25). Kapan Covid-19 Masuk ke Indonesia?Kronologinya. Detik health. https://health.detik.com/berita-detikhealth/d-5781536/kapan-Covid-19-masuk-ke-indonesia-begini-kronologinya
Akyıldız, T. S. (2020). College Students’ Views on the Pandemic Distance Education: A Focus Group Discussion. International Journal of Technology in Education and Science,4(4),322–334. https://doi.org/10.46328/ijtes.v4i4.150
Argaheni, N. B. (2020). Sistematik Review: Dampak Perkuliahan Daring Saat Pandemi Covid-19Terhadap Mahasiswa Indonesia. PLACENTUM: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008
Blaszczynski, A., McConaghy, N., & Frankova, A. (1990). Boredom proneness in pathological gambling. Psychological Reports, 67(1), 35–42. https://doi.org/10.2466/pr0.1990.67.1.35
Brodeur, A., Clark, A. E., Fleche, S., & Powdthavee, N. (2020). Assessing the impact of the coronavirus lockdown on unhappiness, loneliness, and boredom using GoogleTrends. 1–12. http://arxiv.org/abs/2004.12129
Brown, K. W., & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. In Journal of Personality and Social Psychology (Vol. 84, Issue 4, pp. 822–848). https://doi.org/10.1037/0022-3514.84.4.822
Danckert, J., & Eastwood, J. (2020). Out of my skull: The psychology of Boredom. https://books.google.com/books?hl=en&lr=&id=xOPfDwAAQBAJ&oi=fnd&pg=PP1&ots=KKRMeY4XZB&sig=oHqG9yVGAWdYvgPXhGIe7A1brYw
Eastwood, J. D., Cavaliere, C., Fahlman, S. A., & Eastwood, A. E. (2007). A desire for desires: Boredom and its relation to alexithymia. Personality and Individual Differences,42(6),1035–1045. https://doi.org/10.1016/j.paid.2006.08.027
Fahlman, S. A., Mercer-Lynn, K. B., Flora, D. B., & Eastwood, J. D. (2013). Development and Validation of the Multidimensional State Boredom Scale. Assessment, 20(1), 68–85. https://doi.org/10.1177/1073191111421303
Fahlman, S. A., Mercer, K. B., Gaskovski, P., Eastwood, A. E., & Eastwood, J. D. (2009). Does a lack of life meaning cause boredom? results from psychometric, longitudinal, and experimental analyses. Journal of Social and Clinical Psychology, 28(3), 307–340. https://doi.org/10.1521/jscp.2009.28.3.307
Haer, F. (2022, Juni 15). Pola Komunikasi Guru dengan Murid di Masa Pandemi COVID-19. Kompasiana. https://www.kompasiana.com/amp/43finaalfianahaer6500/62a91e13fdcdb44c3e597573/pola-komunikasi-guru-dengan-murid-dimasa-pandemi-covid19
Happner, W. L., Spears, C. A., Vidrine, J. I., & Wetter, D. W. (2015). Mindfulness and Emotion Regulation. In B. P. Ostafin, B. D.; Robinson, M. D.; Meier (Ed.), Handbook of Mindfulness and Self-Regulation (pp. 110–123). https://doi.org/10.1007/978-1-4939-2263-5
Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559. https://doi.org/10.1177/1745691611419671
Iso-Ahola, S. E., & Crowley, E. D. (1991). Adolescent Substance Abuse and Leisure Boredom. Journal of Leisure Research, 23(3),260–271. https://doi.org/10.1080/00222216.1991.11969857
Jarvis, S., & Seifert, T. (2002). Work avoidance as a manifestation of hostility, helplessness, and boredom. Alberta Journal of Educational Research, 48(2), 174–187.
Kemdikbud. (2020). Pangkalan Data Perguruan Tinggi. https://pddikti.kemdikbud.go.id/data_mahasiswa/
Larson, R. W., & Richards, M. H. (1991). Boredom in the Middle School Years: Blaming Schools versus Blaming Students. American Journal of Education, 99(4), 418–443. https://doi.org/10.1086/443992
Lee, F. K. S., & Zelman, D. C. (2019). Boredom proneness as a predictor of depression, anxiety and stress: The moderating effects of dispositional mindfulness. Personality and Individual Differences, 146(March), 68–75. https://doi.org/10.1016/j.paid.2019.04.001
Lepera, N. (2011). Relationships Between Boredom Proneness, Mindfulness, Anxiety, Depression, and Substance Use. The New School Psychology Bulletin, 8(2), 15–25. http://www.azmonyar.com/DownloadPDF/15562289.pdf
Mann, S., & Robinson, A. (2009). Boredom in the lecture theatre: An investigation into the contributors, moderators and outcomes of boredom amongst university students. British Educational Research Journal, 35(2),243–258. https://doi.org/10.1080/01411920802042911
Midha, S., & Kanwar, M. (2021). Bored vs Engaged individuals during Covid-19 lockdown period. 58, 2741–2752.
O’Hanlon, J. F. (1981). Boredom: Practical consequences and a theory. Acta Psychologica,49(1),53–82. https://doi.org/10.1016/0001-6918(81)90033-0
Ostafin, B. D., Robinson, M. D., & Meier, B. P. (2015). Handbook of mindfulness and self-regulation. In Handbook of Mindfulness and Self-Regulation. https://doi.org/10.1007/978-1-4939-2263-5
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in Achievement Settings: Exploring Control-Value Antecedents and Performance Outcomes of a Neglected Emotion. Journal of Educational Psychology, 102(3), 531–549. https://doi.org/10.1037/a0019243
Petranker, R. (2018). Sitting with it: Examining the relationship between mindfulness, sustained attention, and boredom.
Putro, E. H. (2021, Juni 7). Mahasiswa Sudah Mulai Bosan dengan Kuliah Online. Kompasiana. https://www.kompasiana.com/eko80864/60be25f0d541df11fc7f5692/mahasiswa-sudah-mulai-bosan-dengan-kuliah-online
Ragheb, M. G., & Merydith, S. P. (2001). Development and validation of a multidimensional scale measuring free time boredom. Leisure Studies, 20(1), 41–59. https://doi.org/10.1080/02614360122569
Syamsurijal, S. (2021). Kondisi Psikologis Mahasiswa PGSD Universitas Muhammadiyah Buton (UMB) dalam Pelaksanaan Pembelajaran Daring di Masa Pandemi. Edukatif : Jurnal Ilmu Pendidikan, 3(1), 220–226. https://doi.org/10.31004/edukatif.v3i1.290
Tang, Y.-Y., & Posner, M. I. (2015). Mindfulness and Training Attention. In B. D. Ostafin, B. P. Meier, & M. D. Robinson (Eds.), Handbook of Mindfulness and Self-Regulation (pp. 23–32). Springer. https://doi.org/10.1007/978-1-4939-2263-5
Tang, Y. Y., Rothbart, M. K., & Posner, M. I. (2012). Neural correlates of establishing, maintaining and switching brain states. Trends in Cognitive Sciences, 16, 330–337.
Wang, Z., Yang, X., & Zhang, X. (2020). Relationships among boredom proneness, sensation seeking and smartphone addiction among Chinese college students: Mediating roles of pastime, flow experience and self-regulation. Technology in Society, 62(February). https://doi.org/10.1016/j.techsoc.2020.101319
Waterschoot, J., Van der Kaap-Deeder, J., Morbée, S., Soenens, B., & Vansteenkiste, M. (2021). “How to unlock myself from boredom?” The role of mindfulness and a dual awareness- and action-oriented pathway during the COVID-19 lockdown. Personality and Individual Differences, 175(December 2020), 1–6. https://doi.org/10.1016/j.paid.2021.110729
Wessels, M., Utegaliyev, N., Bernhard, C., Oberfeld, D., Thönes, S., Castell, C. Von, & Welsch, R. (2022). Adapting to the pandemic : longitudinal effects of social restrictions on time perception and boredom during the Covid ‑ 19 pandemic in Germany. Scientific Reports, 1–12. https://doi.org/10.1038/s41598-022-05495-2
Wihler, A.; Hulsheger, U. R; Reb, J.; Menges, J. I. (2021). It’s so boring – or is it? Examining the role of mindfulness for work performance and attitudes in monotonous jobs. Journal of Occupational and Organization Psychology.
Yu, J., Huang, C., Han, Z., He, T., & Li, M. (2020). Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions? International Journal of Environmental Research and Public Health,17(7). https://doi.org/10.3390/ijerph17072320
