THE EFFECT OF SOCIAL MEDIA USAGE ON STUDENT LEARNING BEHAVIOR WITH SOCIAL MEDIA FATIGUE AS A MEDIATING VARIABLE

The advancement of information technology in the 21st century has facilitated the widespread use of social media across various sectors. Education, particularly at the university level, is one of the sectors with significant social media utilization. According to pre-survey findings, social media has increasingly become both an information source and a learning tool for students. However, excessive and compulsive social media use can lead to the development of social media fatigue (SMF). This study aims to investigate the impact of social media usage, particularly YouTube, on student learning behavior, with social media fatigue serving as a mediating variable. The research employs Structural Equation Modeling Partial Least Squares (SEM-PLS) as the analytical method. The questionnaire used in the study incorporates the measurement instruments from the YouTube as Learning Resources questionnaire, the Social Media Fatigue Scale (SMFS), and a learning behavior scale for higher education. The exogenous latent variable in this study is social media use, specifically YouTube, while the endogenous latent variables are learning behavior and social media fatigue as the mediating variable. The results reveal that social media usage significantly affects learning behavior, with a p-value of 0.000. Additionally, the relationship between social media fatigue and learning behavior is also significant, with a p-value of 0.018. However, the relationship between social media usage and social media fatigue is not significant, as indicated by a p-value of 0.473. Lastly, social media fatigue does not mediate the relationship between social media use and learning behavior, with a p-value of 0.536. These findings suggest that social media fatigue may not effectively mediate this relationship because students are generally capable of managing and regulating their YouTube usage to prevent fatigue.