The Phenomenon of truancy: Junior High School to High School students in Pabuaran Prefer Hanging out rather than studying

The phenomenon Truancy among junior high and high school students in Indonesia has become a serious concern for the community and teachers. In various regions of Indonesia, truancy has become a trend for students' enjoyment, usually gathering at coffee shops while joking, smoking, and playing games.

Especially in the Pabuaran District of Subang Regency, where students who should be studying in school are often found skipping school and prefer to hang out at stalls rather than studying at school. Such behavior is no longer a rare occurrence; instead, it has become a social phenomenon that is commonly seen.

This condition has raised many questions among the community and teachers: why do students prefer to skip school rather than study? What drives them to engage in this skipping behavior? What efforts can be made to prevent students from skipping school?

Field Conditions 

Monitoring in several locations shows that Madura stalls, stalls by the roadside, and even stalls where people play PlayStation (PS) often become gathering places for students who skip school. They sit while playing on their phones, smoking, or just joking with their friends. Ironically, activities like this take place during school hours, usually between 08:00 and 12:00 or even until school ends.

Some residents also testified that they often see school students skipping class during school hours: 

A resident, Mrs. Yani (48), a bread seller, claimed that almost every school lesson time she sees a group of vocational and high school students hanging out. "Every time I go to deliver ordered bread, I always see school uniformed children hanging out at the roadside stalls," she said.

A resident with the initials A (57), a farmer who goes to the fields daily, claimed that he sees students hanging out every day, "Every time I go to the fields, I often see students in school uniforms gathering and hanging out, even though school hours are about to start," he said.

This phenomenon occurs in various places in the Pabuaran area, such as in Sadang hamlet, Siluman village, and its surroundings which have become their favorite gathering spots.

Causes of Truancy

Truancy is the act of not attending school without permission from parents or the school. This phenomenon, often referred to as truancy in the context of formal education, is a complex issue influenced by various factors, ranging from internal factors within the student to their environment.

Here are some common causes of truancy supported by research:

1. Internal Factors of Students

Laziness and Loss of Motivation to Learn: Lack of engagement with subjects that are considered boring, uninteresting, or irrelevant to their interests and daily lives.

Feeling Left Behind and Incompetent: Students who have difficulty understanding the material often experience stress, academic anxiety, and embarrassment, which ultimately drives them to avoid the source of their anxiety, namely school.

Mental Health Issues: Conditions such as anxiety disorders, depression, and social phobia greatly affect a child's desire to attend school.

2. External Factors from the School Environment

Monotonous and Non-Participatory Teaching Methods: Teachers who are difficult to understand or have a one-way teaching style can create a passive learning experience that does not stimulate curiosity.

Uncomfortable Social Environment and Bullying: Being a victim of bullying is a very serious cause. Feelings of insecurity, humiliation, and isolation make school a terrible place to be.

3. The Influence of Peer Groups

Peer pressure to engage in negative behaviour, including truancy, is very strong. Students may do this to gain acceptance or status within their group. Invitation to Alternative Activities that are Considered More Interesting, such as playing online games, spending time at the mall, or simply 'hanging out' without a purpose.

4. Family and Home Environment Factors

Unsupportive Family Dynamics: A dysfunctional household, lack of parental attention, economic pressure, or even expecting children to work can be triggers.

Lack of Parental Supervision and Communication: Parents who do not realise the importance of school attendance or do not effectively monitor their children's activities indirectly 'allow' this habit of skipping school to form.

 5. Technology and Lifestyle Factors

Addiction to Gadgets and Social Media: Disrupted sleep patterns due to staying up late playing games or surfing social media lead to fatigue and laziness in attending school in the morning.   

       

So, what are the actual reasons for them skipping school?

Here are some reasons given by students who have skipped school

1. I (18 years old)

I revealed that the activities he did while skipping school were smoking, drinking coffee, playing PlayStation, and hanging out until school was over. He stated that the main factor that drove him to skip school was because school felt boring, coupled with the teaching methods of certain teachers and subjects that he tended to avoid.

2. R (18 years old)

R mentioned that he usually spent his time skipping school playing billiards, playing online games with friends, and smoking with his friends.

3. A (18 years old)

A explained that the reason he skipped school was because he felt lazy to go after the school had held a certain event. He mentioned that this change in routine was the trigger for his laziness.

4. N (16 years old)

N admitted that his experience of skipping school was motivated by a desire to follow his friends (FOMO). He stated that at that time he just followed along without a clear reason.

 5. R (16 years old)

R admitted that he skipped school to smoke and play billiards. When asked for his reason, he mentioned that the main factor was laziness.

 6. H (16 years old)

H revealed that he had skipped school without any specific activity. The reason he gave was simple: he felt too lazy to go to school that day.

Solutions for truancy

1. Solutions from the School (Educational Environment)

Improving Teaching Quality and Methods:

a. Teachers need to be trained to use more interactive, participatory, and contextual (related to real life) learning methods.

b. Utilise technology and multimedia to make lessons more interesting.

c. Implement student-centred learning models.

d. Create a Safe and Comfortable School Environment:

e. Implement clear and strict anti-bullying programmes. Schools must be bullying-free zones.

f. Teachers and staff must be able to provide a comfortable and trustworthy place for students with problems to confide in.

Providing effective guidance and counselling services:

a. Guidance counsellors should not only act as 'school police', but also play a more active role in approaching students, understanding their problems (academic, social, personal), and providing solutions.

b. Providing special assistance for students who are falling behind in their studies, for example through remedial programmes or enjoyable group study sessions

Recognising Attendance and Achievement:

a.    Awarding prizes to the class with the highest attendance or to students who show improvement in attendance. This motivates students to attend. 

Improving Teaching Quality and Methods:

a.    Teachers need to be trained to use more interactive, participatory, and contextual (real-life) learning methods.

b.    Utilise technology and multimedia to make lessons more interesting.

c.    Implement student-centred learning models.

d.    Creating a Safe and Comfortable School Environment:

e.    Implementing a clear and firm anti-bullying programme. Schools must be bullying-free zones.

f.    Teachers and staff must be able to become a comfortable and trustworthy place for students who have problems to confide in.

g.    Providing Effective Guidance and Counselling Services:

h.    Guidance counsellors should not only be 'school police', but should play a more active role as counsellors who approach students, understand their problems (academic, social, personal), and provide solutions.

i.    Provide special assistance for students who are falling behind in their studies, for example through remedial programmes or enjoyable group study sessions.

j.    Appreciate attendance and achievement:

k.    Give awards to the class with the highest attendance or to students who show improvement in attendance. This motivates students to attend school.

Solutions from Parents and Family

A.    Improving Communication and Supervision:

a.    Parents need to actively communicate with their children about school activities, friends, and problems they may encounter.

b.    Monitor school attendance by checking the agenda book or contacting the homeroom teacher regularly.

c.    Know who their children are associating with and what activities they are doing outside of school.

Creating a Home Environment Conducive to Learning:

a.    Provide a quiet time and place for children to study.

b.    Help children manage their time and limit their use of electronic devices, especially at night before school.

Cooperating with the School:

a.    Attending when invited to meetings with the homeroom teacher or guidance counsellor.

b.    Proactively contacting the school if you suspect there is a problem with your child.

Solutions for Students Themselves

a. Increase Motivation and Set Goals:

b. Find out what your interests and aspirations are. Realise that school is one of the important paths to achieving those goals.

c. Join extracurricular activities or organisations that match your interests to give you more reasons to enjoy school.

Dare to Say 'NO' to Peer Pressure:

a.    Choose friends who have a positive influence and support your educational goals.

b.    Say firmly that you do not want to skip school. Good friends will respect your decision.

Seek Help:

a.    If you feel like you are falling behind in your studies, ask your teacher or friends for help, or join a tutoring programme.

b.    If you experience bullying or psychological problems such as stress and anxiety, talk to someone you trust (parents, teachers, counsellors). Do not keep it to yourself.

Conclusion

Addressing truancy is not about punishing students but about understanding the root causes and providing appropriate support. A collaborative approach between students, schools and parents is key. Schools should be places that students look forward to attending, not places they want to avoid.

 

References

A. (13 September 2025). Factors contributing to truancy. (R. Hidayat, Interviewer)

Affandi, G. R. (2024). Understanding the causes and psychological dynamics of student truancy. Muhammadiyah University of Sidoarjo.

A. (14 September 2025). Factors contributing to truancy. (R. Hidayat, Interviewer)

Gottried, M. A. (2019). Chronic Absenteeism in the Classroom Context: Effects on Achievement. Urban Educational Journal.

H. (20 September 2025). Factors contributing to truancy. (R. Hidayat, Interviewer)

I. (2025, 15 September). Reasons for truancy. (R. Hidayat, Interviewer)

Ministry of Education, K. R. (2019). Prevention and handling of truant students. Jakarta: Ministry of Education and Culture.

N. (2025, 14 September). Factors of truancy due to FOMO. (R. Hidayat, Interviewer)

R. (2025, 14 September). What activities take place during truancy. (R. Hidayat, Interviewer)

R. (2025, 20 September). Truancy activities and factors. (R. Hidayat, Interviewer)

Wijaya, A. (2022). The influence of peer groups on student learning motivation. Journal of education and adolescent behaviour, 45-58.

Yani, B. (14 September 2025). Testimonies of students who skip school. (R. Hidayat, Interviewer)