Academic Stress Toward Limited Internet Access When Learning During the COVID-19 Pandemic in Rural Areas

Abstract

Online learning has been optimized all over the world during the Covid-19 pandemic. However, in Indonesia, this mode of learning brings several problems; mainly, limited internet access causing academic stress. This study was intended to analyze the impact of academic stress due to limited internet access in remote rural areas. The research applies a quantitative approach with purposive random sampling tested on 685 samples using Kendall's Tau-b test. The study results indicated the relationship between academic stress and the range of domiciles on internet access during the pandemic. The relationship between the academic stress variable and the range of residence to internet access during the pandemic is solid. Also, the level of academic stress experienced by students is relatively high based on the range of domicile for internet access during the pandemic. Thus, the lecturers must adopt the teaching methodology when teaching online platforms.

Continuance intention of digital education in traditional Indonesian higher education: Policy implication forward

“…However, the findings of this study are against those of previous studies that have examined the attitudes of Indonesian Islamic higher education students towards online learning. For example, studies (Rumainur et al, 2022;Sari et al, 2023;Kosim et al, 2023) assumed Islamic State Universities encounter distinct challenges when it comes to implementing online learning due to limited access to technological resources. Moreover, Indonesian Islamic higher education institutions tend to adhere to traditional pedagogical methods and prioritise face-to-face interactions, leading to a preference for in-person rather than online learning.…”

“…One of the primary hurdles to continuing OTL implementation is the uneven distribution of technological infrastructure across Indonesia (Rajiani et al, 2023). While urban areas boast relatively reliable internet connectivity and access to digital devices, many rural regions still need to be served, leaving students and lecturers in these areas disadvantaged (Sari et al, 2023). This digital divide poses a significant barrier to effective OTL, hindering the nationwide equitable distribution of educational opportunities.…”

“…Consequently, students face challenges impacting their online learning readiness, attitudes, and interests. These challenges include limited access to technology, lack of experience with online learning and, most of all, cultural considerations (Sari et al, 2023). Indonesian Islamic education is deeply rooted in tradition, and some students may resist new technologies and learning methods (Kosim et al, 2023).…”

“…While the existing body of research provides valuable insights into the factors influencing continuance intention, there needs to be more literature explicitly focusing on the context of Islamic public universities. This type of university faces unique challenges in implementing online learning due to its traditional pedagogical approaches, emphasis on face-to-face interactions, and limited technological resources (Sari et al, 2023;Kosim et al, 2023). Understanding how these factors influence continuance intention among students is crucial for promoting online platform adoption and sustained use in this context.…”

Efforts to preserve traditional music through social knowledge subjects

“…However, when the person concerned cannot balance the various influences and challenges of globalization, it will undoubtedly hurt the existence of traditional music. Globalization can change people's styles in a more modern direction, and as a result, much local music is forgotten and even abandoned [4]- [6]. In addition, it must be acknowledged that modern music is starting to develop with the emergence of various forms of modern musical instruments, which are increasingly in demand by the younger generation because they are more sophisticated and efficient.…”