Nomophobia Among Students: An Indigenous Psychology Study in Islamic Boarding Schools

Abstract

The restriction on smartphone use in Islamic boarding schools takes place within a life regulated by schedules of worship, Quran recitation, studying, memorization, and communal activities. This research aims to understand the meaning of smartphones for students, the discomfort experienced when access is limited, and the role of pesantren cultural values in the adjustment process through the perspective of Indigenous Psychology. The research uses a descriptive qualitative approach involving 15 students, consisting of 8 male students and 7 female students, selected through purposive sampling technique. Data were collected through semi-structured interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion verification. The research results show that smartphones are perceived as a means to communicate with family, support learning, obtain information, and access entertainment. Discomfort when access is restricted is related to previous usage habits, concerns for family, the need for social connectivity, and the adaptation process to pesantren routines. The perspective of Indigenous Psychology helps to place these experiences within the context of values such as discipline, patience, independence, responsibility, and togetherness. Practically, managing smartphone use needs to combine clear rules with family communication channels and guidance that considers the emotional needs of the students.