Arini Arini, Mokhamad Choirul Hudha

Analyzing the Effect of FOMO on Students’ Learning Motivation in Islamic Religious Education

Introduction

Analyzing the effect of fomo on students’ learning motivation in islamic religious education. FOMO impacts student learning motivation & well-being in Islamic Religious Education. Study finds procrastination, low focus. Offers social media education & counseling solutions.

Abstract

This research aims to know the effect of the FOMO phenomenon on learning motivation and student well-being in SMA Muhammadiyah Batusangkar, especially in PAI learning. Employing qualitative approaches, twelve students, four PAI teachers, and the principal in the school participated in the research. The data collection techniques used in this study were interviews, classroom observations, and documentation of academic documents and student records. Thematic analysis was conducted to identify emerging patterns and impacts of FOMO on learning motivation, concentration, and student well-being. The findings exhibit that FOMO of students disrupts learning motivation and student well-being, anxiety about missing out on social media trends makes learning focus low, while increasing procrastination. FOMO has a detrimental effect on concentration, enjoyment of learning, and the application of religious teachings. Student spends more time on social media and watching viral trends, which minimizes study time, and it then affects their grades in school and their relationship with others in real-life interaction. SMA Muhammadiyah Batusangkar can overcome the impact of FOMO by social media education that is wise, character education based on Pancasila values, and a guidance and counseling approach that applies to the decrease in student anxiety. The implications of this study are the necessity of enacting education for wise social media management and rebuilding Pancasila values by instilling such values through guidance and counseling to cut down the negative effects of FOMO.

Review

This qualitative study investigates the timely and pertinent issue of how the Fear of Missing Out (FOMO) impacts students' learning motivation and overall well-being within the specific context of Islamic Religious Education at SMA Muhammadiyah Batusangkar. The research, employing interviews, observations, and document analysis with a targeted group of students, teachers, and the principal, effectively highlights the significant detrimental effects of FOMO on various aspects of student academic and personal life. The findings underscore a critical challenge faced by educators today, particularly in faith-based educational settings, demonstrating a clear disruption to learning and concentration. A key strength of this study lies in its focused exploration of FOMO's multifaceted impact within a religious educational framework, which adds a unique dimension to the existing literature. The abstract clearly articulates how FOMO not only diminishes learning focus and exacerbates procrastination but also specifically impairs the 'enjoyment of learning' and the 'application of religious teachings' – a crucial insight for Islamic education. The identified patterns, such as increased social media engagement reducing study time and negatively affecting grades and real-life interactions, provide a clear picture of the problem. The qualitative approach appears well-suited to capture the nuances of student experiences and teacher perceptions regarding this pervasive phenomenon. While the study effectively identifies the problems, the abstract also presents practical, school-level strategies to mitigate FOMO's effects, including wise social media education, character education based on Pancasila values, and targeted guidance and counseling. These recommendations are actionable and highly relevant for similar educational institutions. For future research, it would be beneficial to explore the efficacy of these proposed interventions through longitudinal studies or comparative analyses. Additionally, while the qualitative approach offers deep insights, a larger sample or mixed-methods design in subsequent studies could provide broader generalizability. Overall, this research makes a valuable contribution by shedding light on a critical issue and proposing context-specific solutions, making it a relevant read for educators and policymakers alike.

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