THE RELATIONSHIP BETWEEN GAMING DISORDER AND THE TENDENCY TOWARD ACADEMIC BURNOUT AMONG TENTH-GRADE STUDENTS OF THE MACHINING ENGINEERING PROGRAM AT SMK MUHAMMADIYAH KRAMAT, TEGAL REGENCY

Abstract

The increasing use of online games among adolescents has raised concerns about excessive gaming and its possible effects on academic activities. Gaming disorder may be associated with learning fatigue, decreased motivation and concentration, and reduced confidence in academic abilities, which can contribute to academic burnout. This study examined the relationship between gaming disorder and the tendency toward academic burnout among tenth-grade students of the Machining Engineering Program at SMK Muhammadiyah Kramat, Tegal Regency, in the 2025/2026 academic year. A quantitative approach with a correlational design was employed. The population consisted of 73 students, all of whom were included in the sample. Data were collected through questionnaires, supported by observation, interviews, and documentation. The instruments had met validity and reliability requirements. Data were analyzed using descriptive statistics and the Pearson Product Moment correlation test with SPSS version 22. The findings showed that gaming disorder was mainly categorized as moderate and somewhat high, while academic burnout was predominantly in the somewhat high category. The correlation analysis yielded a coefficient of 0.694 with a significance value of 0.000 (p < 0.05), indicating a positive and significant relationship between gaming disorder and academic burnout. Thus, students with higher gaming disorder tendencies tended to experience higher academic burnout tendencies. These findings may support school counselors in developing guidance services that promote healthy gaming behavior, self-regulation, time management, and prevention of academic burnout.