THE IMPACT OF EXCESSIVE GADGET USE ON STUDENTS' CONCENTRATION AND DISCIPLINE IN THE EDUCATIONAL PROCESS

Abstract

The rapid advancement of digital technology has rendered gadgets an
integral component of students' lives. However, the unregulated use of
these devices may adversely affect the quality of the teaching and learning
process (PBM). This study seeks to examine the relationship between
gadget usage and students' learning concentration and discipline at
Madrasah Aliyah Kabar, East Lombok. Employing a quantitative design
with a survey approach, complemented by classroom observation, the
research involved a sample of 70 students selected through purposive
sampling. Data collection was conducted using a Likert scale
questionnaire and student learning behavior observation sheets. The data
were analyzed utilizing descriptive statistics and Pearson correlation
tests. The findings revealed a significant negative correlation between
gadget use, predominantly for non-educational activities such as social
media and digital games, and student learning concentration (r = −0.45; p
= 0.001) as well as student discipline (r = −0.38; p = 0.032). This impact is
evidenced by reduced attention spans, increased distractions from
notifications, violations of electronic device usage rules in the classroom,
and delays in assignment submission. These results suggest that excessive
gadget use can diminish the effectiveness of PBM and have implications
for student learning outcomes. Consequently, it is necessary to implement
policies restricting gadget use within the school environment, enhance
digital literacy and time management among students, and integrate
technology judiciously to support productive learning.