The Influence of Studying from Home, Stress Level, and Ability to

Use Technology toward Learning Achievement during the COVID-19

Pandemic: A Case Study in Indonesia

Dewi Nusraningrum

, Tri Mayang Mekar

and Fauziah Sh. Ahmad

Department of Management, Universitas Mercu Buana, Jl. Meruya Selatan, Jakarta, Indonesia

Department of Business, Universiti Teknologi Malaysia, Johor Bahru, Malaysia

Keywords: COVID19, Studying from Home (SFH), Ability to Use Technology, Stress Level, Learning Achievement.

Abstract: The COVID-19 pandemic has caused drastic changes to all aspects of life, including studying from home,

the ability to use technology, and learning achievement in Indonesia. This study aims to analyse the effects

of studying from home, the ability to use technology, and the level of stress on student learning achievement

in Indonesia during the pandemic, where all students must learn from home. Data collection was conducted

by issuing an online survey to 107 college students aged 18 to 55 in Indonesia. The data processing found

that studying from home had a significant influence on stress levels and the ability to use technology.

However, studying from home does not directly influence learning achievement, while stress and the ability

to use technology do not directly correlate with each other. Interestingly, the indirect effects of studying

from home on learning achievement are significant when stress and the ability to use technology mediate

the relationships. This indicates that, although the pandemic is stressful for students as it forces them to

isolate themselves at home and to miss out on face-to-face learning on campus, it has enhanced their ability

to use technology and thus positively reinforced learning achievement. The result indicates that, in terms of

learning achievement, students work “better under pressure” with their enhanced ability to use technology

resulting in improved learning achievements. Consequently, the increasing ability to use technology when

learning from home, the obstacles in knowledge transfer can run smoothly, and this hopefully reduces

students’ stress levels in the long term.

https://orcid.org/0000-0003-4386-2877

https://orcid.org/0000-0001-7341-1837

https://orcid.org/0000-0001-5493-1431

1 INTRODUCTION

The COVID-19 pandemic has had a huge impact on

various sectors (Nurhayati et al., 2021). In order to

prevent transmission in schools, including

universities, the government of Indonesia has made

policies related to the prevention and handling of

COVID-19, including the Circular Letter No. 2 of

2020 on the Prevention and Handling of COVID-19

in the Kemendikbud Environment, Circular Letter

No. 3 of 2020, The Prevention of COVID-19 in the

Education Unit; Circular Letter No. 4 of 2020 on the

Implementation of Education Policy in the

Emergency Period of the Spread of Coronavirus

Disease (COVID-19), which contains directions on

learning from home; and Circular Letter No. 15 of

2020, Guidelines for the Implementation of Studying

from Home in the emergency period of the spread of

COVID-19. Several problems arise in the teaching

and learning process, particularly relating to the use

of technology, stress levels, and achievements of

learning outcomes with changes from face-to-face

learning to distance learning through the use of

virtual networks (Allsopp et al., 2019). Another

concern is that limited Internet availability can be a

disadvantage for teachers and students (Prodjo,

2020). Limited ownership of computers/laptops and

problems with Internet access cause uneven access

to online learning.

The COVID-19 pandemic is causing uncertainty

around the world (Yin, 2018), so organizations need

Nusraningrum, D., Mekar, T. and Ahmad, F.

The Inﬂuence of Studying from Home, Stress Level, and Ability to Use Technology toward Learning Achievement during the COVID-19 Pandemic: A Case Study in Indonesia.

DOI: 10.5220/0010899200003206

In Proceedings of the 4th International Conference on Finance, Economics, Management and IT Business (FEMIB 2022), pages 57-64

ISBN: 978-989-758-567-8; ISSN: 2184-5891

to develop innovative solutions in the face of

uncertainty (Teece & Leih, 2016). The use of

technology and the ability to use it can solve some

of the problems caused or exacerbated by the

pandemic (Yoo et al., 2010). As the locus of

innovation moves beyond the confines of a single

design hierarchy and the network evolves,

knowledge management and virtual teams need to be

coupled with new tools that can handle

heterogeneity and the dissemination of knowledge,

i.e., digitization to generate new experiences, new

processes, and new organizational forms using

technology (Yoo, 2012). The number of cases of

COVID-19 infection in Indonesia is existing, which

explains why studying from home continues.

Studying from home forces students and lecturers to

adopt new norms of learning, from face-to-face in

the classroom to online interaction, which is done

synchronously or asynchronously through the

learning media of YouTube, Google Meet, Zoom,

WhatsApp, and many other applications and

platforms. This requires reliable Internet access and

support, so that the teaching and learning process

becomes smoother.

Previous research mentioned that more electronic

learning resources available in foreign languages,

students’ ability to use technology causes less

inhibition of online learning, in addition to

communication, which takes a long time when

interacting online (Putri, 2020). Other research has

found that online learning improves students’ skills,

knowledge, and academic performance, but there is

no character development (Waruwu, 2020).

Learning from home can also contribute to mental

disorders as a result of major disasters having a

wider and longer impact compared to physical

injuries; attention to mental health is much less, both

in terms of procurement of personnel for planning

and resources (Allsopp et al., 2019). Students’

mental health, related to stress in relation to the

COVID-19 pandemic, affects their learning

achievement. Another research also found that the

learning process greatly influenced students’

learning achievement (Riswanto & Aryani,

2020).This research is particularly important

considering that the COVID-19 pandemic is still an

issue in Indonesia. The research results may shed

light on the situation to allow stakeholders to make

effective teaching and learning policies to address

pandemic-related issues and obstacles, especially for

higher education providers and students. Thus, this

research aims to analyze the influence of studying

from home, the ability to use technology, and stress

levels on students’ learning achievement during the

COVID-19 pandemic. This is a current gap in the

research that we want to find answers for. The

remainder of this article is structured as follows:

Section 2 contains theories that support the research

variables, and the research hypotheses; Section 3

gives the results of the research, in accordance with

the methodology used; Section 4 contains a

discussion of the research results; and Section 5

gives the study’s conclusions.

2 LITERATURE REVIEW

2.1 Studying from Home (SFH)

On 24 March 2020, a Circular Letter of the Minister

of Education 4/2020 was issued concerning the

Implementation of Education Policy in the

Emergency Period of the Spread of COVID-19. It

covered the home studying process, the basic spirit

of online studying, the focus of studying from home,

the activities and tasks of learning from home, as

well as the role of teachers in providing feedback.

The role of teachers is very important for managing

learning and ranges from planning, organizing,

actuating, and evaluating in order to improve the

effectiveness of the teaching and learning process

during the COVID-19 pandemic (Saifulloh &

Darwis, 2020). The quality of the information

system, the speed of the media response, and the

security of the system makes students satisfied with

studying online (Faoziah & Sembiring, 2017,

Pawirosumarto, 2016). All of these are part of the

organization’s service orientation, including

organizational policies, procedures, and practices

that encourage and maintain, employees’ good

behavior [Liang et al., 2020; Haniar et al., 2021].

The policy of learning from home opens up

opportunities for students to develop their potential

in terms of regulating themselves while also being a

way to protect themselves from COVID-19 (Huang

et al., 2020). China was the first country to

implement a school closure strategy to contain the

spread of the COVID-19 virus. Studying from home

has a number of aspects, including online learning,

online communication, online administration

services, online facilities, online assessment, online

troubleshooting, and available online guides.

2.2 Stress Level

The COVID-19 outbreak resulted in a psychological

crisis (Xiang et al., 2020) and psychological changes

such as depression, anxiety, and a feeling of

FEMIB 2022 - 4th International Conference on Finance, Economics, Management and IT Business

insecurity due to the fear of contracting it; this was

true for ordinary citizens as well as health workers

(Zhang, 2020). Isolation and quarantine experiences

lead to significant changes in terms of stress levels,

confusion, anger, and anxiety. Anxiety can occur

because a person has low self-esteem and therefore

lower performance (Nusraningrum, 2012). People

outside the quarantine area are afraid of contracting

COVID-19 because of limited or incorrect knowledge

(Brooks, 2020). Outbreaks of infections, such as

severe acute respiratory syndrome (SARS), similar to

the COVID-19 pandemic, have given health workers

psychological burdens such as anxiety, depression,

panic attacks, and psychotic symptoms (Lai, 2019).

Stress levels have several indicators such as

flexibility, fair treatment, sufficient time to complete

tasks, sufficient equipment support, lack of conflict,

and good motivation.

2.3 Ability to Use Technology

The use of technology in modern learning systems is

inevitable, but there are still many students in

Indonesia who do not have the skills to use

technology adequately (Putri et al., 2020), and

became part of modern life (Nusraningrum et al,

2019). The use of modern technology and equipment

can improve students’ interactive learning, help

them to transfer knowledge more effectively, and is

easy, comfortable, and fast (Raja & Nagasubramani,

2020). The use of technology became an absolute

necessity when home learning policies were put in

place around the world to prevent the transmission

of COVID-19. This encouraged lecturers and

students to become proficient at using computers

and have a positive attitude, which are important

factors in their success (Gressard & Loyd, 1986,

Putri et al., 2020, Waruwu, 2020). Barriers to the use

of technology include the lack of time, lack of

access, lack of resources, lack of expertise, and lack

of support (Butler & Sellbom, 2002) as well as

incompatible hardware or software between school

and home, poor Internet connectivity, and outdated

software. The ability to use technology has several

indicators, such as the ability to use online

applications, the ability to conduct learning

processes with technology, the ability to solve online

technology problems, and the ability to develop

creativity using technology and media.

2.4 Learning Achievement

Education develops an understanding of vision and

motivation to behave in accordance with objectives

(Nusraningrum, 2018). The Learning outcomes are

measurable achievements based on students’ ability

to comprehend learning stimuli and demonstrate

related knowledge, skills, and abilities. Internal

conditions interact with surface conditions during

the learning and interaction process, resulting in

learning achievement (Syaiful, 2012). There is a

useful and significant correlation, both direct and

indirect, between learning creativity, the use of

instructional media, and learning achievement

(Tirtarahardja & La Sulo, 2012). The results of

teachers’ assessment of students, based on research,

has a significant correlation with improved student

achievement (Wayne & Youngs, 2003). Outside

influences such as the teacher, family, and

classmates do not affect students’ learning

achievements, so teachers must create new learning

innovations to increase students’ motivation to

achieve (Fitriwati, 2018). Learning achievement is a

result of changes in behavior based on a person’s

ability (Nusraningrum, 2017). Student learning

achievement indicators cover the following: learning

evaluation in accordance with ability can help

students complete a given task, the resulting task

quality, and evaluations in accordance with the

applicable regulations.

Hypothesis 1 (H1): Studying from home

significantly affects stress

level.

Hypothesis 2 (H2): Studying from home

significantly affects the ability

to use technology.

Hypothesis 3 (H3): Stress level significantly affect

learning achievement.

Hypothesis 4 (H4): The ability to use technology

significantly affects learning

achievement.

Hypothesis 5 (H5): Studying from home

significantly affects learning

achievement.

Hypothesis 6 (H6): The ability to use technology

significantly affects stress

level.

Hypothesis 7 (H7): Stress significantly affects the

ability to use technology.

3 METHODS

This research was causal and quantitative and done

through field experiments. The data were collected

The Inﬂuence of Studying from Home, Stress Level, and Ability to Use Technology toward Learning Achievement during the COVID-19

Pandemic: A Case Study in Indonesia

through an online survey. Survey instruments are

typically in the form of self-administered

questionnaires (Sugiyono, 2019). The hypotheses

were tested by analysing the data via a statistical

approach. This study is cross-sectional and the data

were gathered just once over a period of weeks. The

data were collected using a questionnaire with a

purposive sampling technique. The population are

students in higher education who have studied at

home. The data collection was from December 2020

to March 2021. The number of samples was decided

based on the theory of (Hair et al., 2017), i.e., the

number of indicators multiplied by 10 for a total of

200. The data were analysed using Structural

Equation Modelling and Partial Least Squares 3.0

(SEM PLS).

4 RESULT AND DISCUSSION

The majority of respondents were women (59.8%)

and that most lived in Jakarta (48%). The largest age

bracket was 18–25 years old (69.16%), and the

majority are still in semester 5 (8.88%) with a

bachelor’s degree. The type of college was generally

private (98.1%) and 71% of respondents had been

studying from home for over 12 months.

The results of the frequency distribution average

value of the studying from home variable of 3.25,

which demonstrates that the respondents’ attitude

toward studying from home was neutral in general.

It can be said that the indicator with the lowest value

for the studying from home variable was “absorb the

material being taught properly like learning in class”

with a value of 2.56 and the highest was for

“assessment of learning achievement is still carried

out during SFH” and “the management provides

teaching and learning SOPs during SFH” with a

value of 3.64. This indicates that assessment and

standard operating procedures are seen by the

respondents as the main indicators of studying from

home.

The result of the frequency distribution average

value of stress variable is 3.16, which demonstrates

that the respondents value their stress is neutral in

general. It can be said that the indicator producing

the lowest value for the stress variable is “avoid

stress because the burden placed on it still feels fair

and reasonable, the same as before SFH” with a

value of 2.52 and the highest indicator are “no stress

at SFH because you don’t have personal problems

with your family” with a value of 3.60. This

indicates that “no stress at SFH because you do not

have personal problems with your family” is seen by

the respondents as the primary indicator of stress.

The average value of the ability to use

technology variable is 3.64, which demonstrates that

the respondents value their ability to use technology

in general. The indicator with the lowest value for

the ability to use technology variable is “have

learning experience with online applications prior to

SFH” with a value of 3.43 and the highest is “stay

creative by using various media/supporting

technology for the success of the learning process”

with a value of 3.71. This indicates that “stay

creative by using various media/supporting

technology for the success of the learning process”

is seen by the respondents as the primary indicator

of ability to use technology.

The average value of the learning achievement

variable is 3.48, which demonstrates that the

respondents place neutral value on their learning

achievement in general. The indicator with the

lowest value for learning achievement variable is

“still be able to complete tasks of the same quality

before SFH” with a value of 3.40 and the highest is

“the results of evaluating online learning activities

that have been carried out are in accordance with the

provisions of the campus” with a value of 3.59. This

indicates that “the results of evaluating online

learning activities that have been carried out are in

accordance with the provisions of the campus” is

seen by the respondents as the primary indicator of

learning achievement.

Figure 1: Path Analysis Outer Loadings Output 1.

It can be seen from Figure 1 that all variables’

indicators have outer loadings above 0.5, except for

SFH3, SFH4, SFH5, SFH7, and SS1. Indicators that

have outer loadings lower than 0.5 will be

eliminated. In the second output of Figure 2, all of

the indicators have outer loadings higher than 0.5.

This means that all of the indicators are valid.

FEMIB 2022 - 4th International Conference on Finance, Economics, Management and IT Business

Figure 2: Path Analysis Outer Loadings Output 2.

Based on the output of the discriminant validity test

of the modified model of each of the indicator’s

outer loadings on the associated constructs exceeds

its cross-loadings. Thus, it can be concluded that

studying from home, stress, the ability to use

technology, and learning achievement constructs

have no discriminant validity problem.

Table 1 demonstrates that each variable had

Cronbach’s alpha and composite reliability values

higher than 0.6, with ability to use technology values

the highest and stress values the lowest.

Table 1: Cronbach’s alpha and composite reliability.

Variable

Cronbach’s

Alpha

Composite

Reliability

Studying from Home 0.732 0.741

Stress level 0.688 0.702

Ability to Use Technology 0.851 0.867

Learning Achievement 0.713 0.744

The relationship between constructs according to

the R

value is as follows:

a) The R

value of the stress variable was 0.731.

This means that 73.1% of the stress variable

was contributed by studying from home.

b) The R

value of ability to use technology was

0.811. This means that 81.1% of the ability to

use technology variable was contributed by

studying from home.

c) The R

value of learning achievement was

0.803. This means that 80.3% of the learning

achievement variable was contributed by

studying from home.

Table 2: Hypothesis testing.

Hypothesis

Original

sample

t-statistic p-value

Direct Effect

studying from home →

stress

0.126 2.321 0.021

stress → learning

achievement

0.031 2.421 0.013

studying from home →

learning achievement

0.041 1.764 0.083

studying from home →

ability to use technology

0.443 2.521 0.014

ability to use technology

→ learning achievement

0.019 2.316 0.019

stress → ability to use

technology

0.041 1.432 0.156

ability to use technology

→ stress

0.132 1.023 0.431

Indirect Effect

studying from home →

stress

0.126 2.321 0.021

stress → learning

achievement

0.031 2.421 0.013

studying from home →

stress → ability to use

technology → learning

achievement

0.008 2.391 0.016

studying from home →

ability to use technology

→ stress → learning

achievement

0.268 2.761 0.006

In this study, out of the seven hypotheses there were

four significant hypotheses and three insignificant

hypotheses. The standard error used was 0.05 or 5%;

when the value is below 0.05, it expresses

significance. Indirect effect testing or intervening

hypothesis on stress level, and the ability to use

technology on learning achievement have a positive

and significant relationship.

1) The effect of studying from home on students’

stress level was proven to be positive and

significant. This finding reinforces the results

of previous studies found that studying from

home during the COVID-19 pandemic allowed

students to manage themselves to avoid

contracting COVID-19 (Huang, et al., 2020),

and that studying from home affected stress

levels. Studying from home gives students

experience of isolation and quarantine, which

causes confusion, anger, and anxiety about

contracting COVID-19, often due to incorrect

knowledge (Arifa, 2020).

The Inﬂuence of Studying from Home, Stress Level, and Ability to Use Technology toward Learning Achievement during the COVID-19

Pandemic: A Case Study in Indonesia

2) Similarly, the effect of studying from home on

the ability to use technology was also found to

be positive and significant. Studying from

home encourages lecturers and students to be

more proficient at using information and

communication-technology and these also

enhance teaching and learning processes

(Chizmar et al., 1986). Stated that the use of

technology became an absolute necessity when

home learning policies were accepted around

the world to prevent the transmission of

COVID-19 (Huang et al., 2020).

3) The effect of stress level on learning

achievement was proven to be positive and

significant, and our findings reinforced the

results of previous studies. Stress responses

such as confusion, anxiety, and anger while in

quarantine situations due to COVID-19 have

been significantly beneficial in terms of

generating creativity and learning achievement

(Tirtarahardja & La Sulo, 2012). This

correlation was useful for improving learning

achievement (Wayne & Youngs, 2003). The

experiences of isolation and quarantine cause

significant changes in the stress levels of

learners and teachers due to confusion, anger,

anxiety, and fear of contracting the disease.

Nonetheless, the experience has caused

learners to take charge of their education and

be more responsible for their learning process,

including the usage of instructional media

either directly or indirectly related to learning

achievement.

4) The positive effect of ability to use technology

on learning achievement has been proven to be

significant and this finding is in line with the

results of previous studies. The use of modern

technology can improve students’ interactions

and allow them to explore more interesting

areas as well as to transfer their knowledge

more effectively. It can also make their work

easy, comfortable, and faster (Raja &

Nagasubramani, 2020), resulting in higher

learning achievement (Syaiful, 2012). An

increasingly connected world with

unpredictable possibilities (Robbins et al.,

2021) requires students to improve their ability

to use technology to lower their stress levels

and attain higher learning achievement.

5) The effect of studying from home on learning

achievement was proven to be positive and

significant, which reinforced the results of

previous studies. Studying from home is an

opportunity for students to increase their

potential and self-motivation and at the same

time protect themselves from COVID-19

(Robbins et al., 2021). This significantly

increases learning creativity and both directly

and indirectly correlates with learning

achievement (Tirtarahardja & La Sulo, 2012);

based on earlier research, it has a significant

correlation with improved student achievement

(Wayne & Youngs, 2003).

6) The effect of ability to use technology on stress

level was proven to be positive and significant;

this finding reinforces the results of previous

studies. The use of technology in modern

learning systems can improve student

interaction, help them to transfer knowledge

more effectively, and is easy, convenient, and

fast (Raja & Nagasubramani, 2020). So, when

students have to be isolated because of

studying from home, the ability to use

information technology can mitigate the stress

related to confusion, anger, and anxiety about

contracting COVID-19 (Arifa, 2020).

7) The effect of stress on the ability to use

technology was proven to be positive and

significant; this reinforces the results of

previous studies. Stress caused by isolation at

home can prompt students to develop the

ability to use technology to overcome problems

that arise when learning from home (Chizmar

& Williams, 2001). This encourages lecturers

and students to become proficient at using

computers; the positive attitude and reliability

of lecturers in terms of the use of computers is

a success factor for teaching (Gressard & Loyd,

1986; Putri et al., 2020; Waruwu, 2020).

5 CONCLUSIONS

The effect of studying from home on stress level,

ability to use technology, and learning achievement

is positive and significant, indicating that the

COVID-19 pandemic has forced students to cope

with isolation and embrace the new norms of a

virtual learning environment. Similarly, the ability to

use technology must be strengthened in order for the

learning process to run smoothly. Apparently,

despite the stressful situation, the data indicate that

students manage to handle the technological

challenges and improve their learning achievement.

When students are under pressure to learn from

home, they manage to cope and improve their ability

to use the technology. The business environment is

volatile and constantly changing due to the COVID-

FEMIB 2022 - 4th International Conference on Finance, Economics, Management and IT Business

19 pandemic. Changes are happening very quickly,

especially in terms of digital use, and more activities

are done at home, which requires new ways of

thinking, creativity, and appropriate innovations to

adapt to new situations. This is crucial for students

and educational institutions to maximize their

improvement and output.

Future areas of research that we recommend are:

1) Lecturers must be creative in terms of online

teaching and delivery so that students can

embrace the learning process and absorb

knowledge effectively. Although virtual, the

learning experience must still be enjoyable and

meaningful. The stresses related to learning

from home can be mitigated through coping

mechanisms as well as a user-friendly

environment. The evaluation of learning should

be adjusted to the conditions so that students

can still excel.

2) With the change from face-to-face learning to

remote learning, the quality of experience for

stakeholders, i.e., students, should not change

under any circumstances.

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