The population of this study comprised 110 people. To get the research sample using purposive sampling, we paid particular attention to the age range 10-25 years and the checklist analysis of student problems (Lemos et al., 2020; Padovani et al., 2021). After the analysis, the research sample obtained 16 students (15% off 110), including eight women and eight men in the Primary School Teacher Education Department at Muhammadiyah University Palangkaraya. The researcher carried out data filtering with the Phubbing scale and obtained results that showed that 16 students had a high tendency of phubbing, who were used as research subjects.

The mixed-methods research flow happened as follows:

Pre-test: Before receiving the logotherapy group counseling intervention, the researcher conducted observations and interviews in the Elementary School Teacher Education Study Program to find out phubbing experienced by students. The researcher also filtered the data using a phubbing behavior scale.

Intervention stage: involves giving treatment to research subjects, and, in this study, using logotherapy group counseling services.

Post-test stage: measuring the research subjects after treatment; the aim is to decide if there has been a successful implementation of the intervention to help students cut phubbing behavior with logotherapy group counseling services at The Muhammadiyah University of Palangkaraya. Observations were made on research subjects to determine changes in student behavior after being given logotherapy counseling services to see the intervention’s effect on problems before and after. Mixed-Methods data analysis using this sequential exploratory strategy analyzes qualitative data and then analyzes quantitative data; this approach emphasizes qualitative data.

The present study was appraised and approved by the Research Ethics Committee of the Indonesian Counseling Guidance Association number: 056/ABKIN-Kalteng/P/IV/2020. The intervention group logotherapy used in this study followed several approved stages: 1) Stage one: Introduction and Coaching of Rapport; 2) Stage Two: Exploring and raising problems; 3) Stage III: Joint Discussion; 4) Stage IV: Evaluation and Conclusion; 5) Stage V: Attitude Change; 6) Stage VI: Termination.

With the facts taken, researchers used data sources in two groups, namely primary and secondary data. In this study, secondary data are classmates or peers and lecturers in the Semester 2 of the Elementary School Teacher Education course at the Muhammadiyah University of Palangkaraya, because they are the ones who are directly related to students who phub. Qualitative data was obtained from observation, interviews, and documentation (Chariglione et al., 2020). Observations were carried out before and after the Logotherapy service was provided. Researchers used interviews to ask questions, with later answers from informants used as data sources. Documentation is generally an ordinary document in numbers, pictures, and supporting written data, such as student attendance lists and student learning outcomes. Qualitative research data was collected from the results of oral interviews recorded by tape-recorder and then rewritten into a research paper based on the counselee’s consent. The counselee first reads the manuscript to get publication approval. The counselee’s observation rubric results were also obtained and described in a diagram to see the real form of the existing phubbing behavior. Quantitative data was obtained from the results of the phubbing scale analysis (Del Prette et al., 2021). Quantitative data analysis of the phubbing scale used by SPSS (version 23) to see changes in existing phubbing behavior.

The qualitative data analysis procedure is based on several data collection results, namely observation, interviews, and documentation, which are then reduced to find research results. Quantitative data analysis used SPSS (version 23) (Chariglione et al., 2020; Rodrigues-Palucci et al., 2020; Sun et al., 2020). Paired-sample T-Test Data analysis uses descriptive statistics to describe the data collected in the sample to find the effectiveness or comparison results using test analysis. It uses the information collected on the sample to find the effectiveness or results of comparisons using test analysis.

Many students display phubbing behavior, which needs to be reduced because it will interfere with their social communication and not let phubbing become a part of culture. According to research subjects, phubbing is natural because everyone is holding a gadget, even from the Elementary School level. The factors that influence the students’ phubbing behavior from within the student are usually due to 1) the high intensity of communication via chat; 2) the high intensity of online gaming. While external factors are due to the ease of getting information from smartphones, communicating with virtual friends is more fun than with real friends around them. The impacts of phubbing are: 1) lack of manners, with manners less focused on their world; 2) the communication with family, relatives, friends is lost and focused with virtual friends, not real friends. Phubbing in students majoring in Education Science may lead to this student later becoming a teacher who teaches and guides their students and constituting role models that give positive examples, not negative ones, such as phubbing.

Phubbing among students immensely disturbs learning activities. Phubbing in learning has the effect of the learning process being distracted and not focused on the lessons conveyed by the lecturer. Internal factors come from within, and external reasons cause a desire for recognition from those around us. The impact of phubbing on students will make them feel dependent on cellphones. When students phub during learning, lecture will reprimand and direct students to use their cellphones at the right time. Reducing phubbing is necessary because many students are dependent on cellphones.

As results of the interview, NF, CA, BA, TU forget the time because they are playing on their cellphones and checking social media updates (NF admits that he likes opening social media to see one of his favorite Korean k-pop boy bands), which is more exciting than talking to friends. NF, CA, BA, TU also know and understand the meaning of phubbing, its impact, and ways to cut it by paying more attention to the interlocutors, friends, parents, and lecturers. The results of the interviews with MW, MU, MI said that they admitted that they forgot the time because they were so busy playing with their cellphones. They are more fun to play games and update social media like YouTube. They also think that cellphones are more fun than talking to friends. MW thinks that phubbing is disrespectful behavior; MW, MU, MK, MI also know the impact of phubbing and how to cut it by reducing excessive cellphone use. The AEF, DE, PU interviews result that AEF, DE, PU often forget when it is too cold and focus on playing with cellphones, more precisely using social media, so they often ignore their interlocutors because they feel they have found their world when using a cellphone. AEF, DE, PU understand and recognize that phubbing behavior is malicious behavior, know the impact, and understand how to cut this behavior by reducing cellphone use when a friend talks – that is, to listen and pay attention to the friend as much as possible.

The ELS, UM, FI interviews show that ELS, UM, FI often forget time because of playing games on cellphones and think it is more interesting than other things, such as talking with friends or interlocutors. ELS, UM, FI are also aware of how malicious phubbing can be if it is overdone it. ELS, UM, FI also know the impact of this behavior and can plan ways to cut phubbing by keeping busy doing other tasks. The interview results with AAS, MK, ESY are that AAS, MK, ESY forget the time because they are cool chatting with friends, so they do not care about the other person. AAS, MK, ESY think social media is more fun and entertaining. AAS, MK, ESY understand that phubbing negatively impacts life due to excessive cell phone use and know the consequences of this behavior. AAS, MK, ESY also know how to cut phubbing by completing tasks first and paying attention to new interlocutors.

The results were obtained from the observation rubric that the researcher had made and filled in to directly check the counselee by observing, assessing, and measuring. Observation rubric items were made based on phubbing indicators, namely five items. Of the five things, there are four choice scores, 4, 3, 2, and 1. The observation rubric score has three items, namely: high, medium, and low. The highest score was 16-20, for the average group scores of 11-15, and group, the medium started from a score of 5-10, and the lowest was 5. The Figure 1 shows the change in behavior from the first session to the seventh session that sixteen counselees have attended for more details.

At the first meeting, before treatment, a pre-test was carried out in classroom A3.3 building B of the Muhammadiyah University Palangka Raya, showing that students tend to have high phubbing behavior. After treatment and post-test analysis, a decrease in phubbing occurred in students. The following are the results of changes in phubbing between before and after the treatment (Figure 2).

The normality test was carried out to check whether all variables are normally distributed or not. The normality test uses the Shapiro-Wilk formula in calculations using SPSS 23.00 to determine whether Sig > 0.05 is normal and if Sig < 0.05 can be said to be abnormal. The pre-test data has a Sig > 0.05. So, it can be concluded that the pre-test data are normally distributed.

While the post-test data has a Sig > 0.05, it can be concluded that the post-test data is normally distributed. In this research, we performed quantitative data analysis using the paired T-test technique. The paired sample T-test helps to see if there is a decrease in phubbing. The Paired-Sample T-Test, better known as Pre-Post design, is an analysis involving two measurements on the same subject to a particular effect or treatment. The first measurement was carried out before a particular treatment was given, and the second measurement is carried out afterward. The rationale is simple: if a treatment does not affect its target, the average difference is zero. Paired Samples Statistics shows that student phubbing has decreased by an initial average of 96,20 to 78,00, with an average number of decreases of 18,20.

The normality test using SPSS (version 23) and performing Shapiro-Wilk analysis shows that the data is normal when it is more significant than 0.05. The results of the normality test show a score of 0.272 which means more than 0.05 and the data is stated to be normally distributed. Statistical analysis of the paired sample t-test with the help of SPSS (version 23) for windows shows that the significant level is at a score of 0.013 in other words the score is less than 0.05 so that it can be said that there is an effect of using logotherapy group counseling in reducing student phubbing behavior.