Role Conflict Among UMY Islamic Education Students Who Work Part-Time and Its Implications for Academic Achievement

Abstract

This study aims to analyze the forms of role conflict experienced by part-time Islamic Religious Education (PAI) students at Muhammadiyah University of Yogyakarta (UMY), identify the strategies used in managing role conflict, and examine its implications for academic achievement. The study used a qualitative, phenomenological design. The informants were six active PAI students at UMY who had worked part-time for at least one semester and were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that students' role conflict was divided into high, medium, and low categories, with time conflicts and psychological stress as the dominant forms. The strategies implemented included setting academic priorities, managing tasks, adjusting work schedules, managing stress, utilizing social support, and strengthening personal motivation and Islamic values. The implications for academic achievement varied, namely decreasing, remaining stable, or increasing. This study concluded that the impact of part-time work on academic achievement is not linear but is influenced by job flexibility, the number of roles held, and the student's ability to manage academic and work demands.