The Relationship Between Gadget Usage and Learning Concentration on the Learning Outcomes of IPAS Subject in 5th Grade Students at SD Negeri 15 Lansano, Pesisir Selatan Regency

Abstrak

This research is motivated by the rapid development of science and technology, especially technology, which has an impact on the use of gadgets by students. Technology is the application of science to create tools, systems, or methods that help humans make work easier and increase efficiency in various fields. Technology covers various aspects, ranging from information technology, communication, education, health, to industry. In the context of education, technology is often used to improve the quality of learning, such as by using interactive learning media, e-learning, and other digital tools. (Irpana, Yulfia, and Pebriyani, 2013). Gadgets can provide benefits in learning, but also have negative impacts, such as decreased concentration in learning. Based on observations at SD Negeri 15 Lansano, Pesisir Selatan Regency, many students experience concentration disorders during learning, which have an impact on their learning outcomes, especially in science subjects. Therefore, this study aims to determine the relationship between gadget use and learning concentration and its impact on student learning outcomes. The use of gadgets in learning has a complex impact on students' concentration and academic performance. According to Istiqomah (2019), gadgets can support access to information and creativity, but excessive use reduces learning focus. Marpaung (2018) added that uncontrolled gadget use can lead to addiction, concentration disorders, and academic decline. Concentration is a key factor in academic success as it affects information processing, concept comprehension, and memory retention (Susanti, 2024). According to cognitive theory, good focus facilitates understanding and memory retention (Riinawati, 2021). Learning outcomes, which refer to changes in students' knowledge, skills, or attitudes after learning (Muryani, 2024), highly depend on concentration levels. If concentration decreases due to excessive gadget use, academic performance is affected. Therefore, teacher and parental supervision is necessary to ensure that technology is used wisely to support effective learning. This study employs a descriptive quantitative research design with a correlational method. The population in this study consists of all fifth-grade students at SD Negeri 15 Lansano, Pesisir Selatan Regency, for the 2024/2025 academic year, totaling 20 students. The sampling technique used was a saturated sample, resulting in a sample size of 20 students. The research findings indicate that students' gadget usage is categorized as high, with a value of 95%, while learning concentration falls into the "poor" category, with a score of 64%, impacting learning outcomes, which are classified as "sufficient" with a score of 76.75%. Hypothesis testing revealed that Fcalculated > Ftable, with an Fcalculated value of 39.370 and an Ftable value of 3.592, leading to the rejection of H0 and acceptance of H1. A simple linear regression test resulted in an R² value of 0.822, indicating a significant relationship between gadget use and both concentration and learning outcomes. Thus, it can be concluded that the higher the use of gadgets, the lower the students' learning concentration, which in turn affects their academic performance. Based on these findings, it can be concluded that there is a relationship between gadget use, learning concentration, and students' IPAS learning outcomes at SD Negeri 15 Lansano, Pesisir Selatan Regency.