Peran Psikologis Micro Break Digital dalam Meningkatkan Fokus dan Mood Siswa Sekolah Menengah selama Pembelajaran Hybrid

Abstract

Hybrid learning has become the dominant learning model in secondary schools with the increasing use of digital technology in education. While offering flexibility, hybrid learning also poses psychological challenges for students, particularly related to decreased learning focus and mood fluctuations due to prolonged screen exposure and high cognitive demands. This study aims to analyze the psychological role of digital microbreaks in improving the focus and mood of secondary school students during hybrid learning. The study used a quantitative approach with a quasi-experimental pretest–posttest control group design. The study subjects consisted of secondary school students divided into an experimental group and a control group. The experimental group received an intervention in the form of structured digital microbreaks during the hybrid learning process, while the control group followed learning without such intervention. Data were collected through a learning focus scale, a student mood scale, and a student perception questionnaire. Data analysis was conducted using descriptive and inferential statistical tests. The results showed that the implementation of digital microbreaks had a positive and significant effect on improving students' learning focus and mood compared to the control group. Furthermore, students expressed positive perceptions of digital microbreaks, as they were considered to help reduce mental fatigue and enhance learning comfort. These findings confirm that digital microbreaks are an effective and relevant psychological strategy to support hybrid learning in secondary schools.