Navigating Digital Stress: A Rasch Analysis of Social Media Impact and Psychological Readiness among Female Teachers in Islamic Schools
Article Integrity
Article Metrics
808
Article Views
362
PDF Downloads
4
Crossref Citations
Abstract
This study investigates the psychological impact of social media on female teachers in Islamic schools and their readiness to manage its negative effects. Using a mixed-methods design and Rasch model analysis, data were collected from 621 teachers across diverse Indonesian regions. The findings reveal significant variations in perceived mental health impact and coping readiness based on age, education level, region, and social media usage patterns. Teachers with high engagement, especially on visual platforms like Instagram and TikTok, reported increased psychological stress. Rasch-based DIF analysis highlighted item-level disparities across demographic subgroups. The study offers a novel contribution by integrating Islamic concepts maqashid syariah, fitrah, and ihsan into the interpretation of digital mental health, emphasizing the spiritual and cultural dimensions of resilience. The results underscore the importance of culturally sensitive interventions that support both psychological well-being and religious identity. Limitations include the study’s cross-sectional nature and context-specific sample.
References
1
Ahmad, R., Hassan, S., Ghazali, N. N., & Al-Mashadani, A. R. F. S. (2024). The Insta-Comparison Game: The Relationship between Social Media Use, Social Comparison, and Depression. Procedia Computer Science, 234, 1053–1060. https://doi.org/10.1016/j.procs.2024.03.099
2
Alsunni, A. A., & Latif, R. (2021). Higher emotional investment in social media is related to anxiety and depression in university students. Journal of Taibah University Medical Sciences, 16(2), 247–252. https://doi.org/10.1016/j.jtumed.2020.11.004
3
Badr, J., Motulsky, A., & Denis, J.-L. (2024). Digital health technologies and inequalities: A scoping review of potential impacts and policy recommendations. Health Policy, 146, 105122. https://doi.org/10.1016/j.healthpol.2024.105122
4
Batra, R., Flatt, J. D., Pharr, J. R., Sharma, M., Khubchandani, J., Kanekar, A., Chirico, F., & Batra, K. (2024). Exploring Social Support Strategies and Socio-Cultural Factors Influencing Social Isolation and Loneliness: The Role of Digital Literacy. Healthcare, 12(21), 2149. https://doi.org/10.3390/healthcare12212149
5
Boone, W. J., & Noltemeyer, A. (2017). Rasch analysis: A primer for school psychology researchers and practitioners. Cogent Education, 4(1), 1416898. https://doi.org/10.1080/2331186X.2017.1416898
6
Chung, E. Y., & Lam, G. (2018). Validation of two scales for measuring participation and perceived stigma in Chinese community-based rehabilitation programs. Health and Quality of Life Outcomes, 16(1), 105. https://doi.org/10.1186/s12955-018-0938-3
7
Cruz, D., Lichten, M., Berg, K., & George, P. (2022). Developmental trauma: Conceptual framework, associated risks and comorbidities, and evaluation and treatment. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.800687
8
da Silva, F. P., Jerónimo, H. M., Henriques, P. L., & Ribeiro, J. (2024). Impact of digital burnout on the use of digital consumer platforms. Technological Forecasting and Social Change, 200, 123172. https://doi.org/10.1016/j.techfore.2023.123172
9
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290342
10
Ellemers, N., & Chopova, T. (2021). The social responsibility of organizations: Perceptions of organizational morality as a key mechanism explaining the relation between CSR activities and stakeholder support. Research in Organizational Behavior, 41, 100156. https://doi.org/10.1016/j.riob.2022.100156
11
Elmahjub, E. (2023). Artificial Intelligence (AI) in Islamic Ethics: Towards Pluralist Ethical Benchmarking for AI. Philosophy & Technology, 36(4), 73. https://doi.org/10.1007/s13347-023-00668-x
12
Elsayed, W. (2024). Building a better society: The Vital role of Family’s social values in creating a culture of giving in young Children’s minds. Heliyon, 10(7), e29208. https://doi.org/10.1016/j.heliyon.2024.e29208
13
Ghalib, H. M., Mujahid, A., & Suarni, S. (2022). The Concept of Fitrah as a Paradigm of Islamic Education: Perspective of The Quran. IQRO: Journal of Islamic Education, 5(1), 65–82. https://doi.org/10.24256/iqro.v5i1.2880
14
Hdioud, B., & Tirari, M. E. H. (2023). A Deep Learning based Approach for Recognition of Arabic Sign Language Letters. International Journal of Advanced Computer Science and Applications, 14(4). https://doi.org/10.14569/IJACSA.2023.0140447
15
Hendry, N. A. (2020). Young Women’s Mental Illness and (In-)visible Social Media Practices of Control and Emotional Recognition. Social Media + Society, 6(4). https://doi.org/10.1177/2056305120963832
16
Keles, B., McCrae, N., & Grealish, A. (2020). A systematic review: the influence of social media on depression, anxiety and psychological distress in adolescents. International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851
17
Kwaah, C. Y., Adu-Yeboah, C., Amuah, E., Essilfie, G., & Somuah, B. A. (2022). Exploring preservice teachers’ digital skills, stress, and coping strategies during online lessons amid covid-19 pandemic in Ghana. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2107292
18
Landa-Blanco, M., García, Y. R., Landa-Blanco, A. L., Cortés-Ramos, A., & Paz-Maldonado, E. (2024). Social media addiction relationship with academic engagement in university students: The mediator role of self-esteem, depression, and anxiety. Heliyon, 10(2), e24384. https://doi.org/10.1016/j.heliyon.2024.e24384
19
Latif, J., Dockrat, S., & Rassool, G. H. (2024). Integrating Spiritual Interventions in Islamic Psychology. Routledge. https://doi.org/10.4324/9781003344827
20
Li, C., & Xing, W. (2021). Natural Language Generation Using Deep Learning to Support MOOC Learners. International Journal of Artificial Intelligence in Education, 31(2), 186–214. https://doi.org/10.1007/s40593-020-00235-x
21
Memon, N., Brifkani, I., & Chown, D. (2024). Fostering Faithful Praxis: Tracing Educators’ Affective Turning Points in an Australian Islamic Teacher Education Program. Education Sciences, 14(10), 1110. https://doi.org/10.3390/educsci14101110
22
Norabuena-Figueroa, R. P., Deroncele-Acosta, A., Rodríguez-Orellana, H. M., Norabuena-Figueroa, E. D., Flores-Chinte, M. C., Huamán-Romero, L. L., Tarazona-Miranda, V. H., & Mollo-Flores, M. E. (2025). Digital Teaching Practices and Student Academic Stress in the Era of Digitalization in Higher Education. Applied Sciences, 15(3), 1487. https://doi.org/10.3390/app15031487
23
Pedalino, F., & Camerini, A.-L. (2022). Instagram Use and Body Dissatisfaction: The Mediating Role of Upward Social Comparison with Peers and Influencers among Young Females. International Journal of Environmental Research and Public Health, 19(3), 1543. https://doi.org/10.3390/ijerph19031543
24
Pérez-Torres, V. (2024). Social media: a digital social mirror for identity development during adolescence. Current Psychology, 43(26), 22170–22180. https://doi.org/10.1007/s12144-024-05980-z
25
Qiu, Y. (2024). Social Comparison on Social Media Platforms: A media and communication Perspective. SHS Web of Conferences, 185, 03008. https://doi.org/10.1051/shsconf/202418503008
26
Ramos-Vera, C., Basauri-Delgado, M., Calizaya-Milla, Y. E., & Saintila, J. (2024). Relationship between stressors with emotional exhaustion and coping strategies: The mediating role of academic stress symptoms in Peruvian adolescents. International Journal of Educational Research Open, 7, 100394. https://doi.org/10.1016/j.ijedro.2024.100394
27
Rauf, I. F. A. (2015). Defining Islamic Statehood. Palgrave Macmillan UK. https://doi.org/10.1057/9781137446824
28
Sala, A., Porcaro, L., & Gómez, E. (2024). Social Media Use and adolescents’ mental health and well-being: An umbrella review. Computers in Human Behavior Reports, 14, 100404. https://doi.org/10.1016/j.chbr.2024.100404
29
Shahin, F. (2024). Islamic Feminist Thought: The Contributions of Fatima Mernissi 1940-2015. El Tarikh : Journal of History, Culture and Islamic Civilization, 5(1), 51. https://doi.org/10.24042/00202452260300
30
Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., & Khan, Q. R. (2024). Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon, 10(8), e29523. https://doi.org/10.1016/j.heliyon.2024.e29523
31
Soeharto, S., & Csapó, B. (2022). Assessing Indonesian student inductive reasoning: Rasch analysis. Thinking Skills and Creativity, 46, 101132. https://doi.org/10.1016/j.tsc.2022.101132
32
Stock, C., Pütz, L., Schell, S., & Werner, A. (2024). Corporate Social Responsibility in Family Firms: Status and Future Directions of a Research Field. Journal of Business Ethics, 190(1), 199–259. https://doi.org/10.1007/s10551-023-05382-4
33
Taisir, M. T., Mohamad Iwan Fitriani, & Abdul Quddus. (2024). Integrating Environmental Sustainability into Islamic Religious Education Curriculum Development. JURNAL PENELITIAN KEISLAMAN, 20(2), 157–169. https://doi.org/10.20414/jpk.v20i2.11777
34
Tandon, A., Dhir, A., Islam, N., Talwar, S., & Mäntymäki, M. (2021). Psychological and behavioral outcomes of social media-induced fear of missing out at the workplace. Journal of Business Research, 136, 186–197. https://doi.org/10.1016/j.jbusres.2021.07.036
35
Tanhan, A., & Young, J. S. (2022). Muslims and Mental Health Services: A Concept Map and a Theoretical Framework. Journal of Religion and Health, 61(1), 23–63. https://doi.org/10.1007/s10943-021-01324-4
36
Tian, J., Li, B., & Zhang, R. (2024). The Impact of Upward Social Comparison on Social Media on Appearance Anxiety: A Moderated Mediation Model. Behavioral Sciences, 15(1), 8. https://doi.org/10.3390/bs15010008
37
Tjabolo, S. A., & Otaya, L. G. (2019). The Evaluation of Islamic Education Teachers Performance. Jurnal Pendidikan Islam, 5(1), 25–38. https://doi.org/10.15575/jpi.v5i1.3627
38
Tuna, M. H. (2022). The professionalisation of Islamic religious education teachers. British Journal of Religious Education, 44(2), 188–199. https://doi.org/10.1080/01416200.2021.1999905
39
Valkenburg, P. M., van Driel, I. I., & Beyens, I. (2022). The associations of active and passive social media use with well-being: A critical scoping review. New Media & Society, 24(2), 530–549. https://doi.org/10.1177/14614448211065425
40
Wang, J. Z., Zhao, S., Wu, C., Adams, R. B., Newman, M. G., Shafir, T., & Tsachor, R. (2023). Unlocking the Emotional World of Visual Media: An Overview of the Science, Research, and Impact of Understanding Emotion. Proceedings of the IEEE, 111(10), 1236–1286. https://doi.org/10.1109/JPROC.2023.3273517
41
Wen, X., & Tian, B. (2024). How Does Digital Integration Influence the Mental Health of Low-Income Populations? Healthcare, 12(24), 2593. https://doi.org/10.3390/healthcare12242593
42
Wolfers, L. N., & Utz, S. (2022). Social media use, stress, and coping. Current Opinion in Psychology, 45, 101305. https://doi.org/10.1016/j.copsyc.2022.101305
Author Biographies
Auwliya Khairun Nisa
Department of Islamic Education
Muhammad Aridan
Department of Scientific Journal Development and Publishing
Marzuki
Department of Islamic Education
Article Information
Published
2024-12-30
Issue
Article Tools
Citation Impact
Crossref Cited-by
4
citations
Counted from citation links between Crossref-registered works.
Last checked 14 Nov 2026.