Interpretative Phenomenological Study: Feast - Nina Song as a Self-Release Modality in Academic Burnout Management

Abstract

The phenomenon of academic burnout is a major concern in contemporary educational psychology, given its impact on psychological well-being and academic productivity. This study explores the use of the song Nina by the music group Feast as a self-release modality in managing academic burnout. Using an interpretive phenomenological approach, this study analyzes how the experience of listening to the song contributes to the process of emotional release and reinterpretation of academic stress. The method used in this study is content analysis based on interpretive phenomenology, which involves exploring lyrics, musical elements, and the socio-cultural context of its creation. Secondary data were collected through literature reviews, interviews with musicians in open sources, and musicological analysis. The analysis process was carried out through in-depth reading of the lyrics, musicological analysis of the song structure, and semiotics to interpret the symbolism in the work. The results of the study show that the song Nina offers an emotional experience that supports coping mechanisms in dealing with burnout. Lyrical elements that reflect struggle and self-reflection can help listeners reconstruct the meaning of the academic pressures they face. In addition, musical aspects such as harmony, dynamics, and rhythm provide a cathartic effect that contributes to stress release and increased psychological well-being. Overall, this study confirms that music can be an effective tool in academic burnout management strategies, by offering a space for reflection and reinterpretation of stressful academic experience.