Hubungan Prevalensi No Mobile Phone Phobia Dengan Prestasi Akademik Mahasiswa Keperawatan Universitas Muhammadiyah Surakarta

Dependence on smartphones, or Nomophobia, is a significant issue among university students that potentially affects academic achievement. The negative impacts of Nomophobia include impaired concentration, decreased motivation, and poor time management, all of which can potentially lower academic achievement. The high prevalence of Nomophobia among university students necessitates an in-depth analysis of its impact on Academic Achievement. This study aims to measure the prevalence of Nomophobia and analyze its relationship with Academic Achievement. The research employed a cross-sectional design. A total of 83 nursing students at Muhammadiyah University Surakarta were selected using the proportionate stratified random sampling technique. Nomophobia data were collected using the Nomophobia Questionnaire (NMP-Q), while Academic Achievement was measured by the Cumulative Grade Point Average (GPA) from academic data. Data analysis was performed using the Spearman Rho Non-Parametric Correlation Test with a 5% level of significance. Univariate analysis showed that the majority of respondents experienced Nomophobia at the Moderate (45.8%) and Severe (48.2%) levels, totaling 94% Nomophobia. Meanwhile, the majority of academic achievement fell into the Good (51.8%) and Very Good (45.8%) categories. Bivariate analysis indicated no statistically significant relationship between the level s of Nomophobia and the Academic Achievement of nursing students. The correlation coefficient was found to be very weak and negative (rho = -0.118) with a p-value of 0.289. Although Nomophobia has a very high prevalence among nursing students, the findings of this study conclude that there is no significant relationship with their GPA. This non-significance is interpreted as being due to the high academic demands and the students' ability to prioritize their studies (self-management), which mitigate the negative impact of Nomophobia on GPA. Future studies are advised to consider and control for confounding factors such as learning motivation and time management, which might be stronger predictors of Academic Achievement