Post-Pandemic Science Learning: Students’ Boredom and Its Correlation with Their Mental Health

Abstract

Boredom and mental health experienced by students in learning are significant aspects, especially after the pandemic. However, they are often ignored by educators. This study aims to explore students' level of boredom and mental health in science learning after pandemic and reveal their relationship. The study used a non-experimental quantitative method with a survey design. The research sample consisted of 62 students in one of the high schools in Sungai Penuh. Data were collected using boredom and mental health questionnaires adapted from previous studies. Descriptive analysis showed that students experienced moderate level of boredom in science learning after pandemic (mean = 3.034 on a scale of 5), with emotional exhaustion as most prominent factor. Students' mental health was also at a moderate level (mean = 3.103) with the emotional aspect with the lowest score. Furthermore, a significant negative relationship was identified between boredom and mental health. These findings suggest that higher levels of boredom, particularly emotional exhaustion, contribute to a decline in students' mental health (emotional state and responsibility). This study provides important implications for educators to create a more engaging science learning environment that supports students' mental health.

Keywords

• Boredom
• Correlation
• Emotion
• Mental Health
• Post-Pandemic
• Science Learning

References

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