The Role of Mindfulness in Reducing FOMO

Abstract

The rapid development of digital technology has brought about the Fear of Missing Out (FOMO) phenomenon, which can disrupt the learning engagement of Unissula PGSD students. This study aims to examine the role of mindfulness in reducing FOMO and increasing learning engagement. A descriptive quantitative approach was applied to a 4-point Likert scale questionnaire completed by 30 purposively selected PGSD students. The instrument consisted of a mindfulness scale (MAAS), FOMO (Przybylski et al., 2013), and student engagement, and was tested for validity (r>-r table, α = 0.05) and reliability (Cronbach's Alpha ≥ 0.70). Data were processed using SPSS and Excel to obtain the average value of each variable. The results showed high levels of mindfulness and learning engagement, while FOMO was moderate. Interpretation of the results concluded that high levels of mindfulness play an effective role in managing FOMO so that students remain focused and active in learning. These findings support the literature suggesting that mindfulness plays a positive role in emotional regulation and academic performance (Saraswati et al., 2023) and underscore its potential as an intervention in higher education. Practical implications include the need for mindfulness training programs to support the professional readiness of prospective teachers.