Analisis Faktor Konfirmatori Terhadap Skala Cyberloafing Mahasiswa
Abstrak
Pelaksanaan pembelajaran jarak jauh secara daring mengakibatkan munculnya perilaku menyimpang pada mahasiswa. Terdapat gejala perilaku mahasiswa yang lalai dalam menggunakan internet untuk tujuan yang tidak berkaitan dengan pembelajaran yang dikenal dengan istilah cyberloafing. Melihat pesatnya perkembangan teknologi, pengukuran perilaku cyberloafing pada mahasiswa perlu terus dikembangkan. Dengan demikian, penelitian ini bertujuan untuk mengembangkan skala cyberloafing pada mahasiswa agar tetap sesuai dengan kondisi terkini.
Berdasarkan kajian literatur yang membahas tentang pengukuran cyberloafing pada mahasiswa, sebuah skala yang terdiri dari 20 item dibuat. Data dikumpulkan dari 506 mahasiswa program sarjana di Jakarta yang memiliki pengalaman belajar jarak jauh secara daring. Data dianalisis menggunakan Confirmatory Factor Analysis (CFA) dengan program JASP. Hasil penelitian ini menunjukkan bahwa model skala cyberloafing pada mahasiswa sesuai dengan teori yang menunjukkan adanya tiga dimensi, yaitu cyberloafing dengan tujuan sosial, cyberloafing dengan tujuan akademis, dan cyberloafing dengan tujuan bermain. Skala ini memiliki model fit yang baik berdasarkan CFI, TLI, RMSEA, SRMR dan GFI.
Kata kunci: analisis faktor konfirmatori; cyberloafing; cyberloafing mahasiswa, skala cyberloafing mahasiswa
Referensi
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Amalia, E. (2019). Good governance for zakat institutions in Indonesia: A Confirmatory factor analysis. Pertanika Journal Social Sciences & Humanities, 27(3), 1815–1827.
Andreassen, C. S., Torsheim, T., & Pallesen, S. (2014). Predictors of Use of Social Network Sites at Work - A Specific Type of Cyberloafing. Journal of Computer-Mediated Communication, 19(4), 906–921. https://doi.org/10.1111/jcc4.12085
Barron Rodriguez, M., Cobo, C., Muñoz-Najar, A., Iñaki, ;, & Ciarrusta, S. (2020). multi-country lessons remote learning during the global school lockdown: Global Education and Technology Team Education Global Practice, World Bank Group Rights and Permissions. www.worldbank.org
Baturay, M. H., & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358–366. https://doi.org/10.1016/j.chb.2015.03.081
Blanchard, A. L., & Henle, C. A. (2008). Correlates of different forms of cyberloafing: The role of norms and external locus of control. Computers in Human Behavior, 24(3), 1067–1084. https://doi.org/10.1016/j.chb.2007.03.008
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. In The Lancet (Vol. 395, Issue 10227, pp. 912–920). Lancet Publishing Group. https://doi.org/10.1016/S0140-6736(20)30460-8
Brown, T. A. , & M. M. T. (2012). Confirmatory factor analysis. Handbook of structural equation modelling. The Guilford Press.
Charoensukmongkol, P. (2014). Effects of support and job demands on social media use and work outcomes. Computers in Human Behavior, 36, 340–349. https://doi.org/10.1016/j.chb.2014.03.061
Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis Seventh Edition. Prentice Hall, Upper Saddle River, New Jersey.
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
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Kian Yeik, K. (2018). Cyberloafing of ICT Workers in Malaysia View project. http://www.pertanika.upm.edu.my/
Kuss, D. J., & Griffiths, M. D. (2012). Online gaming addiction in children and adolescents: A review of empirical research. Journal of Behavioral Addictions, 1(1), 3–22. https://doi.org/10.1556/JBA.1.2012.1.1
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O’Rourke, N., & Hatcher, L. (2013). A step-by-step approach to using SAS® for factor analysis and structural equation modeling. SAS Institute Inc.
Prudon, P. (2015). Confirmatory Factor Analysis as a Tool in Research Using Questionnaires: A Critique,. Comprehensive Psychology, 4, 03.CP.4.10. https://doi.org/10.2466/03.CP.4.10
Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged In and Zoned Out. Psychological Science, 28(2), 171–180. https://doi.org/10.1177/0956797616677314
Sarıtepeci, M., & Sert, U. (2021). Cyberloafing Level of University Students: A Scale Development Study. Research on Education and Psychology, 5(1), 41–52. https://dergipark.org.tr/en/pub/rep/issue/63330/919481
Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141–151. https://doi.org/10.1016/j.compedu.2014.11.009
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Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751–1759. https://doi.org/10.1016/j.chb.2011.03.002
Wu, J., Mei, W., & Ugrin, J. C. (2018). Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199–204. https://doi.org/10.1089/cyber.2017.0397
Wu, J., Mei, W., Ugrin, J., Liu, L., & Wang, F. (2020). Curvilinear performance effects of social cyberloafing out of class: the mediating role as a recovery experience. Information Technology & People, 34(2), 581–598. https://doi.org/10.1108/ITP-03-2019-0105
Yadama, G. N., & Pandey, S. (1995). Effect of Sample Size on Goodness-Fit of-Fit Indices in Structural Equation Models. Journal of Social Service Research, 20(3–4), 49–70. https://doi.org/10.1300/J079v20n03_03
Zhong, J., Chen, Y., Yan, J., & Luo, J. (2022). The mixed blessing of cyberloafing on innovation performance during the COVID-19 pandemic. Computers in Human Behavior, 126, 106982. https://doi.org/10.1016/j.chb.2021.106982
Akbulut, Y., Dursun, Ö. Ö., Dönmez, O., & Şahin, Y. L. (2016). In search of a measure to investigate cyberloafing in educational settings. Computers in Human Behavior, 55, 616–625. https://doi.org/10.1016/j.chb.2015.11.002
Amalia, E. (2019). Good governance for zakat institutions in Indonesia: A Confirmatory factor analysis. Pertanika Journal Social Sciences & Humanities, 27(3), 1815–1827.
Andreassen, C. S., Torsheim, T., & Pallesen, S. (2014). Predictors of Use of Social Network Sites at Work - A Specific Type of Cyberloafing. Journal of Computer-Mediated Communication, 19(4), 906–921. https://doi.org/10.1111/jcc4.12085
Barron Rodriguez, M., Cobo, C., Muñoz-Najar, A., Iñaki, ;, & Ciarrusta, S. (2020). multi-country lessons remote learning during the global school lockdown: Global Education and Technology Team Education Global Practice, World Bank Group Rights and Permissions. www.worldbank.org
Baturay, M. H., & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358–366. https://doi.org/10.1016/j.chb.2015.03.081
Blanchard, A. L., & Henle, C. A. (2008). Correlates of different forms of cyberloafing: The role of norms and external locus of control. Computers in Human Behavior, 24(3), 1067–1084. https://doi.org/10.1016/j.chb.2007.03.008
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. In The Lancet (Vol. 395, Issue 10227, pp. 912–920). Lancet Publishing Group. https://doi.org/10.1016/S0140-6736(20)30460-8
Brown, T. A. , & M. M. T. (2012). Confirmatory factor analysis. Handbook of structural equation modelling. The Guilford Press.
Charoensukmongkol, P. (2014). Effects of support and job demands on social media use and work outcomes. Computers in Human Behavior, 36, 340–349. https://doi.org/10.1016/j.chb.2014.03.061
Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology Press.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis Seventh Edition. Prentice Hall, Upper Saddle River, New Jersey.
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
Indrawati, B. (2020). Tantangan Dan Peluang Pendidikan Tinggi Dalam Masa Dan Pasca Pandemi Covid-19 . Jurnal Kajian Ilmiah (JKI), 1(1), 39–48.
Karaoğlan Yılmaz, F. G., Yılmaz, R., Öztürk, H. T., Sezer, B., & Karademir, T. (2015). Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments. Computers in Human Behavior, 45, 290–298. https://doi.org/10.1016/j.chb.2014.12.023
Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Tentang Ijazah, Sertifikat Kompetensi Dan Sertifikat Profesi Pendidikan Tinggi, Pub. L. No. 81, Kementerian Pendidikan Dan Kebudayaan (2014).
Kian Yeik, K. (2018). Cyberloafing of ICT Workers in Malaysia View project. http://www.pertanika.upm.edu.my/
Kuss, D. J., & Griffiths, M. D. (2012). Online gaming addiction in children and adolescents: A review of empirical research. Journal of Behavioral Addictions, 1(1), 3–22. https://doi.org/10.1556/JBA.1.2012.1.1
Lim, V. K. G. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675–694. https://doi.org/10.1002/job.161
Maharani, T. (2020, July). Mendikbud: Setelah Pandemi Covid-19, Pembelajaran Jarak Jauh Akan Permanen. https://nasional.kompas.com/read/2020/07/02/14445511/mendikbud-setelah-pandemi-covid-19-pembelajaran-jarak-jauh-akan-permanen
O’Rourke, N., & Hatcher, L. (2013). A step-by-step approach to using SAS® for factor analysis and structural equation modeling. SAS Institute Inc.
Prudon, P. (2015). Confirmatory Factor Analysis as a Tool in Research Using Questionnaires: A Critique,. Comprehensive Psychology, 4, 03.CP.4.10. https://doi.org/10.2466/03.CP.4.10
Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged In and Zoned Out. Psychological Science, 28(2), 171–180. https://doi.org/10.1177/0956797616677314
Sarıtepeci, M., & Sert, U. (2021). Cyberloafing Level of University Students: A Scale Development Study. Research on Education and Psychology, 5(1), 41–52. https://dergipark.org.tr/en/pub/rep/issue/63330/919481
Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141–151. https://doi.org/10.1016/j.compedu.2014.11.009
Vargo, D., Zhu, L., Benwell, B., & Yan, Z. (2021). Digital technology use during
Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751–1759. https://doi.org/10.1016/j.chb.2011.03.002
Wu, J., Mei, W., & Ugrin, J. C. (2018). Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199–204. https://doi.org/10.1089/cyber.2017.0397
Wu, J., Mei, W., Ugrin, J., Liu, L., & Wang, F. (2020). Curvilinear performance effects of social cyberloafing out of class: the mediating role as a recovery experience. Information Technology & People, 34(2), 581–598. https://doi.org/10.1108/ITP-03-2019-0105
Yadama, G. N., & Pandey, S. (1995). Effect of Sample Size on Goodness-Fit of-Fit Indices in Structural Equation Models. Journal of Social Service Research, 20(3–4), 49–70. https://doi.org/10.1300/J079v20n03_03
Zhong, J., Chen, Y., Yan, J., & Luo, J. (2022). The mixed blessing of cyberloafing on innovation performance during the COVID-19 pandemic. Computers in Human Behavior, 126, 106982. https://doi.org/10.1016/j.chb.2021.106982
Diterbitkan
2023-04-22
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