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Gender and Subject Differences in Teacher Anxiety Linked to Digital Technology Interference in Rural Islamic Schools

Jurnal Psikologi Islam dan Budaya · Vol. 9 No. 2 (2026) · hlm. 27–40

DOI
10.15575/jpib.v9i2.55027
ISSN
2615-8183, 2615-8191
Terbit
2026-10-31
Penerbit
Faculty of Psychology, UIN Sunan Gunung Djati, Bandung Indonesia
Bahasa
eng
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Digital technology interference has emerged as a critical driver of teacher anxiety in rural Islamic schools, particularly in Aceh, Indonesia, where Islamic values and traditional educational institutions shape teachers' professional identities. Using a quantitative cross‑sectional design, this study surveyed 195 in‑service teachers (science, social studies, and elementary) with the Anxiety Scale for the Teaching Profession (α =.89), using independent t‑tests, ANOVA, and Pearson correlations. Science teachers reported significantly higher anxiety than social studies and elementary teachers (F(2, 192) = 4.37, p =.014, η² =.04). Male teachers showed higher anxiety than females (t(193) = 2.81, p =.005, d =.45), potentially reflecting gendered role expectations in Acehnese Islamic schools, whereas primary‑school teachers showed no significant gender difference. Anxiety did not correlate with grade level (r =.12, p =.098). These findings highlight the need for culturally responsive psychological and pedagogical support.

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18 penulis · 31 tautan kepenulisan bersama · 17 lintas organisasi

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  • Universitas Syiah Kuala
  • University of Brawijaya
  • Lampung University
  • Universitas Halu Oleo
  • Universitas Muhammadiyah Aceh
  • State University of Semarang
  • Universitas Gadjah Mada
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Faisal MustafaUniversitas Syiah Kuala1
Burhanuddin YasinUniversitas Syiah Kuala1
Omar Khalifa BurhanUniversity of Brawijaya1
Endang KomariahLampung University1
Asmaur Ridhana ZuhraUniversitas Syiah Kuala1
Muharrami Yulia SariUniversitas Syiah Kuala1
Bustami UsmanUniversitas Syiah Kuala1
Ratih PratiwiUniversitas Syiah Kuala1
Annisa AprilyaUniversitas Syiah Kuala1
Sri Fitri WahyuniState University of Semarang1
Miftahul JannahUniversitas Halu Oleo1
Bukhari DaudUniversitas Syiah Kuala1
Fadhilah MuktabarUniversitas Muhammadiyah Aceh1
Koentjoro KoentjoroUniversitas Gadjah Mada1
Nanda Rizki RahmitaUniversitas Syiah Kuala1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpib/oai, pertama di-harvest 7 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Gender and Subject Differences in Teacher Anxiety Linked to Digital Technology Interference in Rural Islamic Schools</dc:title>
	<dc:creator>Fata, Ika Apriani</dc:creator>
	<dc:creator>Nisa, Haiyun</dc:creator>
	<dc:creator>Viridanda, Widia Yulia</dc:creator>
	<dc:description xml:lang="en-US">Digital technology interference has emerged as a critical driver of teacher anxiety in rural Islamic schools, particularly in Aceh, Indonesia, where Islamic values and traditional educational institutions shape teachers' professional identities. Using a quantitative cross‑sectional design, this study surveyed 195 in‑service teachers (science, social studies, and elementary) with the Anxiety Scale for the Teaching Profession (α = .89), using independent t‑tests, ANOVA, and Pearson correlations. Science teachers reported significantly higher anxiety than social studies and elementary teachers (F(2, 192) = 4.37, p = .014, η² = .04). Male teachers showed higher anxiety than females (t(193) = 2.81, p = .005, d = .45), potentially reflecting gendered role expectations in Acehnese Islamic schools, whereas primary‑school teachers showed no significant gender difference. Anxiety did not correlate with grade level (r = .12, p = .098). These findings highlight the need for culturally responsive psychological and pedagogical support.</dc:description>
	<dc:publisher xml:lang="en-US">Faculty of Psychology, UIN Sunan Gunung Djati, Bandung Indonesia</dc:publisher>
	<dc:date>2026-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpib/article/view/55027</dc:identifier>
	<dc:identifier>10.15575/jpib.v9i2.55027</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Psikologi Islam dan Budaya; Vol. 9 No. 2 (2026): JPIB : Jurnal Psikologi Islam dan Budaya; 27-40</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Psikologi Islam dan Budaya; Vol 9 No 2 (2026): JPIB : Jurnal Psikologi Islam dan Budaya; 27-40</dc:source>
	<dc:source>2615-8183</dc:source>
	<dc:source>2615-8191</dc:source>
	<dc:source>10.15575/jpib.v9i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpib/article/view/55027/17539</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Ika Apriani Fata, Haiyun Nisa, Widia Yulia Viridanda</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by/4.0</dc:rights>
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