ISSN 2087-3336 (Print) | 2721-4729 (Online)

TEKNOSAINS: Jurnal Sains, Teknologi dan Informatika

Vol. 12, No. 1, 2025, page. 46-53
http://jurnal.sttmcileungsi.ac.id/index.php/tekno
DOI: 10.37373

Analysis of mental burden of students based on NASA-TLX at DAYAH

DMA
Fatimah, Subhan A. Gani*, Asrar Rahmati, Syamsul Bahri
*Universitas Malikussaleh, Aceh, Indonesia
* [email protected]
Submitted: 21/06/2024 Revised: 31/07/2024 Accepted: 08/08/2024
ABSTRACT
One of the organizations in Aceh that deals with religious instruction and learning is Dayah DMA. Students who
pursue higher education and are enrolled in religious education institutions are known as mahasantri, and they
are thought to possess greater physical and psychological development than students in regular schools. No
doubt learning in two distinct locations has different job demands, which could put more strain on Mahasantri's
mind. This study aims to determine the causes of high mental load on mahasantri and investigate potential
disparities in mental burden according to gender, status, and class levels. Purposive sampling is used in this
study to handle primary data from 56 mahasantri respondents who completed questionnaires as part of a
quantitative approach. According to the research that was done, 50% of mahasantri, or 28, report having a
significant level of mental strain. Physical demand has the highest impact on mahasantri's mental burden,
accounting for 18.35% of the total. Subsequently, an independent sample t-test conducted with SPSS version 26
was employed to statistically evaluate the average mental burden score to ascertain whether mental burden
varied according to gender, status, and class level categories. The burden for gender and status categories did not
differ, according to the results. But in terms of mental load, there was a notable variation for the class level
category.
Keywords: Mental burden; mahasantri; NASA-TLX; gender; status.

1. INTRODUCTION
Humans require both mental and physical energy to do daily tasks; the quantity required varies
according to the difficulty of the task. Workloads vary according to the degree of difficulty of any
human function [1]. A workload is an assortment of tasks that an organizational unit or job holder
needs to finish in a specific amount of time [2]. The workload is present in all institutions,
including educational ones, not just in some of them. Education is the endeavor to acquire more
knowledge from official and informal sources to produce better people. Setting the appropriate
educational goals is essential to achieving the desired quality [3].
Dayah DMA offers lodging to students from various universities. The degree of difficulty and
quantity of assignments, time constraints, ambiguity between abilities and assumptions, lack of
control, disorganized policies, competing demands, social interactions, and the environment can all
contribute to the mental strain that Dayah DMA students endure. Students are expected to exhibit
strong moral character, positive outlooks, and intellectual fortitude in the face of such situations. If
such situations are not handled right away, they may lead to a chain of stressors that burden kids'
minds. Academic, learning and class-related stressors are the root cause of high levels of
depression. He went on to say that stress, anxiety, and depression are significantly influenced by
age and gender [4]

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 ISSN 2087-3336 (Print) | 2721-4729 (Online) 47
DOI 10.37373/tekno.v12i1.1237

Based on the findings of preliminary observations, it is known that a student and a santri face
several issues, including difficulty splitting time, conflicting schedules, the emergence of sloth, the
emergence of weariness, and tension. This may result in a heavy mental load, requiring students to
exert effort. Extra attention is needed for students and santri, particularly for mental or
psychological loads that might lead to excessive mental burdens, weariness, and other bad effects
on the students and associated institutions.
When an administrator performs their duties well and in motivated circumstances, their
assessment of the attention load (between their persuasive boundaries and the set task
requirements) is known as the workload of spinning [5]. The type of job, the working environment,
the response and completion times, and individual elements (such as motivation level, level of
knowledge, translation abilities, and allowed performance tolerance) are additional aspects that
affect an individual's workload when doing a job [6][19]. Workload can be divided into two
categories: spinning workload and physical workload. All activities undoubtedly have an impact
on workload. Since spinning activity cannot be directly observed, spinning workload cannot be
detected in the same way as physical workload, which can be observed, predicted, and measured
more objectively. Therefore, compared to the conventional notion of physical labor, the concept of
a balanced spinning workload becomes more difficult to understand [7]. The physical workload is
the difference between the amount of labor required and the worker's actual ability to complete the
work [8][20].
Stress results from environmental acts, situations, or events that exert an excessive amount of
psychological and physical demands on an individual. Stress is a response to self-adjustment that is
impacted by individual characteristics and psychological processes [9]. Stress can elicit a range of
reactions in people, and studies have shown that these reactions can be helpful markers of stress in
people and gauge their levels of stress. Two categories of stress exist, specifically: Eiustreis is the
outcome of a constructive, good, and healthy (balanced) reaction to stress. This encompasses the
health of people and institutions linked to development, adaptability, flexibility, and high-
performance levels. Distress is the outcome of an unhealthy, negative, and detrimental (damaging)
reaction to stress. Consequences for both individuals and organizations are included in this [10].
An individual experiencing stress may exhibit physiological reactions, such as elevated blood
pressure, heart rate, pulse rate, and respiratory system. Additionally, cognitive disturbances,
including thought disorders and impaired concentration, may also be observed, as well as
emotional reactions such as fear, anxiety, shame, and anger [11].
One way to measure respondents' subjective workload is the National Aeronautics and Space
Administration Task Load Index (NASA-TLX), which can be used to intuitively get subjective
evaluations from respondents. In 1998, over a three-year cycle of laboratory simulations, Sandra
G. Hart of NASA-America Research Center and Loweill Ei. Staveiland of San Jose State
University balanced the method. This approach is calibrated using a nine-factor scale that is based
on subjective self-reported qualities that have emerged (task difficulty, time pressure, activity type,
physical effort, mental effort, performance, frustration, stress, and divinity). These nine criteria are
further reduced to six: performance, effort, frustrations, time constraints, mental effort, and
physical effort. Over 4,400 studies that demonstrate the impact of NASA-TLX on human factor
research have cited this. Numerous industries, such as aviation, healthcare, and other complex
socio-technical industries, have embraced this concept [12]. A multidimensional scale that gives an
evaluation of workload based on the average of six subscales is used as the weighting mechanism
in NASA-TLX. This scale includes the following items: performance (Performance), effort level
(Effort), frustration level (Frustration), mental demand (Mental Demand), physical demand
(Physical Demand), and time demand (Temporal Demand) [13].
The t-test is one of the difference tests in the survey that can be used to ascertain how the
population's method has changed. It is employed to determine whether two samples, collections, or
information groupings differ from one another. The t-test, which is a component of the parametric
test, needs to fulfill requirements including information circulation. A factual test called the
Independent Sample T-test is designed to find the middle ground between collections of unique or
irrelevant data. This test requires the data to be homogeneous and normally distributed, but it also
looks at the variation between the two groups of data. Therefore, before finishing the T-Test, it's
 48 Fatimah, Subhan A. Gani, Asrar Rahmati, Syamsul Bahri
Analysis of mental burden of students based on NASA-TLX at DAYAH DMA

crucial to determine if the information comes from similar variations (equivalent differences) or
unequal variations [14.16].
2. METHOD
Steps for checking the workload of spinning using the NASA-TLX method [15][17][18].
a. Describe each NASA-TLX spinning workload indicator. The NASA-TLX approach divides
the workload's dimensions across multiple subscales, including investment, physical, import,
benefit, financial, and performance costs.
b. Weighing: 15 paired comparison questionnaires were created at this point. Choosing one of the
two paired comparisons from the six indicators was how the assessment was done. The
indication that was chosen is the one that has the biggest impact on how much of a spinning
workload people experience while working. The indicators that are thought to be most
important in producing the spinning workload are calculated to determine each indicator's
weight.
c. Rating: At this point, participants are requested to rank the six NASA-TLX indications on a
scale of 0-100. Next, a subjective conversion of the respondents' perceived workload into this
assessment scale is made.
- To calculate the product, multiply the weight and rating of the six indications. This yields
the product.
Product = rating × work weight (1)
- Weighted Workload (WWL), obtained from the sum of six product values.
WWL = ∑ product (2)
- The average WWL is calculated by dividing the total number of paired comparisons of the
six NASA-TLX indicators (15) by the WWL.
Skor = ∑ (3)
d. Interpretation of results
The interpretation of spinning workload scores using the NASA-TLX method can be
categorized as follows.
- Very low category if the score value 0–9
- Low category if the score is 10–29
- Medium category if the score value 30–49
- High category if the score value 50–79
- Very high category if the score value 80–100
3. RESULTS AND DISCUSSION
Results
Table 1 displays the findings from NASA-TLX's computations of Dayah Darul Mui'arrif Al-
Aziziyyah students' mental stress.
Table 1. Categories of student workload at Dayah Darul Mui'arrif Al-Aziziyyah
Number
No WWL average range Workload Level Percentage %
(Respondents)
1 0–9 Very Beautiful 0 0%
2 10 – 29 Low 14 25%
3 30 – 49 Currently 7 13%
4 50 – 79 High 28 50%
5 80 - 100 Very high 7 13%
Total 56 100%
At Dayah Daruil Mui'arrif Al-Aziziyyah, students have a wide range of workload levels; the
average workload weight ranges from 0–9, or in the very good category, to 25–29, or in the
beautiful category; 30–49, or in the moderate category, to 12%; 50–79, or in the high category, to
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DOI 10.37373/tekno.v12i1.1237

approximately 50%; and the remaining 13%, or in the very high category, with a range of 80–100.
Figure 1 shows the distribution of the six NASA-TLX parameters.
NASA-TLX Factor Distribution
20 18.85 18.28
17.87
15.45 15.93
15 14.12

10

0
MD PD TD OP EF FR
Figure 1. Distribution of NASA-TLX Factors
It is evident from the outcomes of the data processing and analysis that the NASA-TLX
approach yielded that, of the six indicators, the Physical Demand indication had the greatest
percentage, at 18.35%. This demonstrates that bodily demand is experienced by Dayah Daruil
Mui'arrif Al-Aziziyyah students and santri. The independent sample t-test will be used in this study
to determine whether there are any disparities in the mental health burden of students at Dayah
Daruil Mui'arrif Al-Aziziyyah. A normality test is performed to determine whether the data from
the two three-thousandth samples is distributed consistently. Since there are more than 50 samples
in this study, a normalcy test using the Kolmogorov-Smirnov test is performed. With SPSS 26, the
Kolmogorov-Smirnov normalcy test is performed. Additionally, there is the following normalcy
test for gender, status, and class. Table 2 displays the findings of the gender-specific normalcy test
for pupils at Dayah Daruil Mui'arrif Al-Aziziyyah
Table 2. Gender normality test
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
sex type Statistic df Sig. Statistic df Sig.
Loading Man .159 28 .069 .908 28 .018
result to Woman .158 28 .072 .914 28 .025
spin
The results of further testing on data homogeneity using SPSS 26 can be seen in Table 3.
Table 3. Test of homogeneity of variances
Levi eni ei
df1 df2 Sig.
Statistic
Spinning load Basedi on Meai n .062 1 54 .805
results
Basedi on Medi ian .106 1 54 .746
Basedi on Medi ian and
.106 1 53.848 .746
with adjusi tedi df
Basedi on trimmedi
.056 1 54 .814
meian

The results of further testing on the comparison of average mental load scores also using SPSS
26 can be seen in Table 4.
Table 4. Independent sample test
Levene’s
Test for 1-test for equality of Mens
Equality of
 50 Fatimah, Subhan A. Gani, Asrar Rahmati, Syamsul Bahri
Analysis of mental burden of students based on NASA-TLX at DAYAH DMA

Variances
95% Confidence
Interval of the
Difference
F Sig. t df Sig.(2- Mean Std.Error Lower Upper
tailed Difference Difference
Metal Equal
load variances .062 .085 .966 54 .338 6.357 6.582 -6.839 19.553
results assumed
Equal
variances
.966 53.610 .338 .6357 6.582 -.6.841 19.555
not
assumed
The independent sample t-test in Table 4 of the SPSS output indicates that there is no
difference in the average mental load of male and female students, with a value of Sig = 0.805 >
0.05 indicating that H0 is accepted. Additionally, using SPSS 26, the normalcy test of students'
mental load based on Status was conducted. Table 5 displays the test's results.
Table 5. Status normality test
Test of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Status Statistic df Sig. Statistic df Sig.
The results of the mental burden of Student .146 35 .057 .923 35 .017
students
Manager .186 21 .057 .878 21 0.13
a. Lilliefors Significance Correction
The results of further testing on the homogeneity of mental load data based on Status using
SPSS 26 can be seen in Table 6.
Table 6. Status homogeneity test
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig
The results of the Based on Mean .026 1 54 .872
mental burden of
students
Based on the Median .101 1 54 .752
Based on the Median and with .101 1 53.963 .752
adjusted df
Based on trimmed mean .030 1 54 .864
The results of the next test on the comparison of the average of the mental load scores also
using SPSS 26 can be seen in the following Table 7. For the Independent Test
Table 7. Independent sample test status
Levene’s
Test for
1-test for equality of Mens
Equality of
Variances

95% Confidence
Interval of the
Difference

F Sig. t df Sig.(2- Mean Std.Error Lower Upper

tailed Difference Difference

Metal Equal .062 .872 1.133 54 .262 7.677 6.776 -5.909 21.262
load variances
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DOI 10.37373/tekno.v12i1.1237

Levene’s
Test for
1-test for equality of Mens
Equality of
Variances

95% Confidence
Interval of the
Difference

F Sig. t df Sig.(2- Mean Std.Error Lower Upper

tailed Difference Difference

results assumed

Equal
variances
1.165 46.005 .250 7.677 6.588 -5.584 20.938
not
assumed

Table 7 shows that there is no difference in the average mental load of male and female
students, with the Sig value = 0.872> 0.05 indicating that H0 is accepted. This is the result of the
independent sample t-test conducted using SPSS 26 software. Table 8 displays the findings of the
Keilas Normality Test, which was conducted using SPSS 26 to determine the mental load of the
students
Table 8. Class normality test
Kolmogorov-Smirnova Shapiro-Wilk
keli as
Statistic df Sig. Statistic df Sig.
results of the mubi tadi .197 24 .067 .874 24 .006
spinning of the
students' labor tsanawiyah .260 11 .076 .896 11 .166
aliyah .119 21 .200* .935 21 .171

The results of further testing on the homogeneity of mental load data based on Class using
SPSS 26 can be seen in Table 9.
Table 9. Class homogeneity test
Test of Homogeneity of Variances
Levene Statistic df1 df2 Sig
The results of the Based on Mean 1.589 2 53 .214
mental burden of
students
Based on Median 1.908 2 53 .158
Based on Median and with 1.908 2 43.461 .161
adjusted df
Based on trimmed mean 1.597 2 53 .212
The results of further testing on the comparison of the average mental load scores based on
Class using SPSS 26 can be seen in Table 10.
Table 10. Independent sample test results
Levene’s
Test for
1-test for equality of Mens
Equality of
Variances
95% Confidence
Interval of the
 52 Fatimah, Subhan A. Gani, Asrar Rahmati, Syamsul Bahri
Analysis of mental burden of students based on NASA-TLX at DAYAH DMA

Difference
F Sig. t df Sig.(2- Mean Std.Error Lower Upper
tailed Difference Difference
Metal Equal
-
load variances 4.844 .035 -.965 33 .337 -8.502 8.548 8.890
25.839
results assumed
Equal
variances - -
23.939 .291 -8.502 7.878 7.759
not 1.079 24.763
assumed
Table 10 presents the findings of the independent sample t-test using SPSS 26 software. It
indicates that the average burden of student learning varies depending on the muibtadi, tsanawiyah,
and aliyah classes. The Sig value = 0.035 <0.05 indicates that H0 is rejected.
Discussion
It is evident from Table 1's NASA-TLX calculation results that students at Dayah Daruil
Mui'arrif Al-Aziziyyah have varying degrees of mental workload. 51 percent of the 56 students
who responded indicated they had a high mental load, with an average value range of 50–79, while
another 13 percent said they had a very high mental load, with an average value range of 80–100.
Of the students, up to 25% thought their mental load fell into the low category, which had a value
range of 10-29, and 13% thought it fell into the moderate category, which had a value range of 30-
49. With a rating range of 0 to 9, no student reported having a very low mental burden. This
demonstrates that most students have a good amount of mental load, which might have an impact
on their quality of life and academic achievement.
Physical Demand, with a percentage of 18.35%, was the factor that most contributed to mental
strain according to the NASA-TLX factor distribution analysis. This suggests that a large number
of students suffered from severe physical exhaustion. Furthermore, statistical analyses utilizing the
independent sample t-test revealed no significant difference in the average mental load between
students and administrators of Islamic boarding schools (Sig = 0.872 > 0.05) or between male and
female students (Sig = 0.805 > 0.05). Class level, however, showed a significant difference (Sig =
0.035 < 0.05) in the mental strain faced by students in the aliyah, tsanawiyah, and muibtadi classes.
This discrepancy could be brought about by the fact that every educational level has distinct
obligations and varying academic demands.
4. CONCLUSION
Evidence from Dayah DMA research indicates that students—both at religious educational
institutions and in colleges—face considerable mental challenges when learning in two distinct
settings. Out of the 56 participants in the analysis, 50% of the students reported having significant
mental burdens. The primary element influencing mental load was physical demand, which
accounted for 18.35% of the total. There was no variation in mental load according to gender or
student status, according to the findings of statistical tests using the independent sample t-test with
the SPSS version 26 tool. Nonetheless, there was a notable variation in the mental load according
to class level, suggesting that students' mental loads differed dependent on their educational
attainment. This study reveals areas that need greater effort to improve students' well-being and
offers a deeper knowledge of the elements influencing their mental burden.
ACKNOWLEDGEMENT
Thanks to Dayah who allowed the author to conduct research until completion.
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