Keterkaitan Doomscrolling Dan Emotional Numbness Siswa MTs Muhammadiyah 1 Palang Dan Relevansinya Dengan Konsep Tazkiyatun Nafs Perspektif Psikologi Islam
DOI:
https://doi.org/10.59944/jipsi.v5i4.1781Keywords:
doomscrolling; emotional numbness; Islamic psychology; MTs students; tazkiyatun nafsAbstract
Digital technology and social media are integral to students' daily lives, while repeated exposure to negative content may be associated with doomscrolling and reduced emotional responsiveness. This study examines the relationship between doomscrolling and emotional numbness among seventh- and eighth-grade students at MTs Muhammadiyah 1 Palang and explores the relevance of tazkiyatun nafs as an Islamic psychological framework for self-regulation. The study combined a descriptive-correlational quantitative approach with descriptive phenomenological interviews. From a population of 40 students, 30 active social-media users were purposively selected to complete a 15-item questionnaire using a four-point Likert scale. Additionally, six students and two homeroom teachers participated in semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Spearman's rank correlation to examine the monotonic associations between the measured variables, while interview responses were analyzed thematically. The reported mean scores were 2.47 for doomscrolling, 2.21 for emotional numbness, and 3.13 for tazkiyatun nafs. Spearman's correlation showed a significant positive association between doomscrolling and emotional numbness (ρ = 0.547; p = 0.002) and a significant negative association between doomscrolling and tazkiyatun nafs (ρ = −0.489; p = 0.006). Interview findings revealed experiences of anxiety, disturbed sleep, reduced classroom concentration, and difficulties expressing emotions, alongside coping practices involving prayer, dhikr, Qur'an recitation, rest, and social interaction. These findings highlight the relevance of digital literacy and tazkiyatun nafs practices as potential approaches to supporting responsible social-media use and emotional self-regulation among MTs students, although their effectiveness requires further investigation.
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