HUBUNGAN DIGITAL DISTRACTION TERHADAP KONSENTRASI BELAJAR SISWA KELAS V SDN GENUKSARI 01
DOI:
https://doi.org/10.23969/jp.v11i02.45549Keywords:
digital distraction, learning concentration, elementary school students, and the digital era.Abstract
This study, entitled The Relationship between Digital Distraction and the Concentration of Fifth Grade Students at SDN Genuksari 01, is motivated by the development of the digital era, which has facilitated the acquisition of information and learning resources. However, technology has also created a problem known as digital distraction, which has the ability to disrupt student concentration. Digital distraction occurs when students' attention is diverted from learning activities to the use of digital devices for non-academic purposes. The purpose of this study is to determine the relationship and influence of digital distraction on student concentration. This study uses a quantitative approach with a correlational methodology. The sample size is 52 students, selected using a saturated sampling method. Data were collected using a questionnaire about digital distraction and learning concentration, which has been validated and is reliable. Data were analyzed using descriptive statistics, normality tests, linearity tests, Spearman's Rank correlation test, and simple linear regression. Theoretically, this study is based on the theory of cognitive load and self-regulated learning, which explains how digital distraction affects students' attention and self-control processes during learning. The results show that digital distraction and student concentration have a moderate influence. The correlation test resulted in -0.194, indicating a very weak and negligible negative relationship (p > 0.05). Regression tests revealed that digital distraction had no significant effect on learning concentration (p = 0.092; contribution: 5.6%). Based on these findings, it was concluded that digital distraction was not the primary factor affecting students' learning concentration. Therefore, it is important to manage technology properly while strengthening internal elements and creating an effective learning environment.
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Rachmat, M., & Fajri, N. A. (2020). How is the Learning Achievement of Elementary School Students?- Breakfast and Study Concentration. Asian Journal of Pharmaceutical Research and Development, 8(6), 77–80.
Rahmawati, Y., Nafa Lutfiah, Y., Muzharifah, A., & Iskarim, M. (2025). Persepsi Siswa Generasi Z terhadap Pengaruh Media Sosial dalam Perilaku Akademik dan Konsentrasi Belajar Siswa di Jenjang Sekolah Dasar (SD). Jurnal Manajemen Dan Pendidikan Agama Islam, 3(4), 229. https://journal.aripafi.or.id/index.php/jmpai
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Adimaja, M. (2025). Komitmen Pemerintah Melindungi Anak di Ruang Digital. KOMDIGI. https://www.komdigi.go.id/berita/artikel/detail/komitmen-pemerintah-melindungi-anak-di-ruang-digital
Chen, Q., & Yan, Z. (2016). Erratum: Corrigendum to “Does multitasking with mobile phones affect learning? A review” (Computers in Human Behavior (2016) 54 (34–42) (S0747563215300595) (10.1016/j.chb.2015.07.047)). Computers in Human Behavior, 64, 938. https://doi.org/10.1016/j.chb.2016.07.023
Creswell, J. W., & Creswell, J. D. (2023). Research Design Qualitative, Quantitative and Mixed Methods Approaches (6th ed.).
Fauzan, M., Purwanto, E., Dzaki, H., Jupri, N., & Dewi, P. S. (2025). Media sebagai Agen Perubahan Komunitas di Era Teknologi Digital. Jurnal Bisnis Dan Komunikasi Digital, 2(4), 1–15.
Flanigan, A. E., Frisby, B. N., Flanigan, A. E., Hosek, A. M., Frisby, B., & Babchuk, W. A. (2022). Student perceptions of digital distraction prevention and student – instructor Student perceptions of digital distraction prevention and student – instructor rapport. Communication Education, December. https://doi.org/10.1080/03634523.2022.2149828
Flanigan, A. E., & Kim, J. H. (2022). Digital Distractions in the College Classroom (A. E. Flanigan & J. H. Kim (eds.)). https://doi.org/10.4018/978-1-7998-9243-4
Iryna, S. (2023). Fundamental Concepts and Methods for Integrating Digital Educational Technologies in the Learning Process. European Science, sge18-02, 6–31. https://doi.org/10.30890/2709-2313.2023-18-02-022
Kamaruddin, I., Leuwol, F. S., Putra, R. P., Aina, M., Suwarma, D. M., & Zulfikhar, R. (2023). Dampak Penggunaan Gadget pada Kesehatan Mental dan Motivasi Belajar Siswa di Sekolah. Journal on Education, 6(1), 307–316. https://www.jonedu.org/index.php/joe/article/view/2944
Kärki, K. (2024). Digital Distraction, Attention Regulation, and Inequality. Philosophy and Technology, 37(1), 1–21. https://doi.org/10.1007/s13347-024-00698-z
Kristy, G. T., Alviani, A. A., Kusuma, E. R., Nabida, L., Sayidina, M. N., Parahita, B. N., & Siregar, R. S. (2024). Digital Native Characteristics : A Phenomenological Study Focused on Essential Material in Sociology Courses. 7(3), 438–446.
Langreo, L. (2023). Digital Distraction in Classroom to Lower Academic Performance. Education Week, 1–6. https://www.edweek.org/leadership/digital-distractions-in-class-linked-to-lower-academic-performance/2023/12
Lee, Y., Hwang, G., & Chen, P. (2022). Impacts of an AI-based chabot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-022-10142-8
Leonhardt, C., Danielsen, D., & Andersen, S. (2025). Associations between screen use, learning and concentration among children and young people in western countries: a scoping review. Children and Youth Services Review, 177(August 2024), 108508. https://doi.org/10.1016/j.childyouth.2025.108508
Lin, Y., Lan, Y., & Wang, S. (2023). A method for evaluating the learning concentration in head-mounted virtual reality interaction. Virtual Reality, 27(2), 863–885. https://doi.org/10.1007/s10055-022-00689-5
Lițan, D. (2025). Psychological “ effects ” of digital technology : a meta-analysis. Frontiers in Psychology, October. https://doi.org/10.3389/fpsyg.2025.1560516
Machmud, M. T., Widiyan, A. P., & Ramadhani, N. R. (2021). The development and policies of ICT supporting educational technology in The development and policies of ICT supporting educational technology in Singapore , Thailand , Indonesia , and Myanmar. March. https://doi.org/10.11591/ijere.v10i1.20786
Maiztegi-kortabarria, J., Arribas-galarraga, S., Cos, I. L., Espoz-lazo, S., & Valdivia-Moral, P. (2024). Effect of an Active Break Intervention on Attention , Concentration , Academic Performance , and Self-Concept in Compulsory Secondary Education. European Journal of Investigation in Health, Psychology and Education, 14, 447–462.
Mardiansyah. (2025). MAHASISWA DAN AKADEMISI Volume 1 Nomor 2 Dampak Media Sosial Terhadap Perilaku Belajar Di Sekolah Dasar. 1, 71–81.
Martin, F., Long, S., Haywood, K., & Xie, K. (2025). Digital distractions in education: a systematic review of research on causes, consequences and prevention strategies. Educational Technology Research and Development, 0123456789. https://doi.org/10.1007/s11423-025-10550-6
OECD. (2024a). OECD Digital Economy Outlook 2024 (Volume 2) (Vol. 2, Issue Volume 2). Strengthening Connectivity, Innovation and Trust.
OECD. (2024b). Students, Students, digital devices digital devices and success and success OECD Directorate for Education and Skills.
Parks, R. F., Paros, A. K. B., Haven, W., Parks, R. F., Paros, A. K. B., & Yakubu, M. (2025). Examining Impacts on Digital Discrimination , Digital Inequity and Digital Injustice in Higher Education : A Qualitative Study Examining Impacts on Digital Discrimination , Digital Inequity and Digital Injustice in Higher Education : A Qualitative Study. Information Systems Education Journal (ISEDJ), 23(January), 54–69.
Perez-Juarez, M. A., Gonzalez-Ortega, D., & Aguiar-Perez, J. M. A.-P. (2023). Digital Distractions from the Point of View of Higher Education Students. Sustainability (Switzerland), 15(7). https://doi.org/10.3390/su15076044
Rachmat, M., & Fajri, N. A. (2020). How is the Learning Achievement of Elementary School Students?- Breakfast and Study Concentration. Asian Journal of Pharmaceutical Research and Development, 8(6), 77–80.
Rahmawati, Y., Nafa Lutfiah, Y., Muzharifah, A., & Iskarim, M. (2025). Persepsi Siswa Generasi Z terhadap Pengaruh Media Sosial dalam Perilaku Akademik dan Konsentrasi Belajar Siswa di Jenjang Sekolah Dasar (SD). Jurnal Manajemen Dan Pendidikan Agama Islam, 3(4), 229. https://journal.aripafi.or.id/index.php/jmpai
Rideout, V., & Robb, M. B. (2020). The Common Sense Census. Common Sense Media, 65. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2020
Rizky, M., Lakilaki, E., Puri, R. M., Saputra, A. N. Z., Shawmi, A. N., & Asiah, N. (2025). The Phenomenological Analysis of the Impact of Digital Overstimulation on Attention Control in Elementary School Students : A Study on the ’ Brain Rot ’ Phenomenon in the Learning Process. TOFEDU : The Future of Education Journal, 4(1), 265–274.
Schlichting, K. R. (2025). Balancing Innovation and Attention : A Review of Digital Distraction , Self-Regulation , and Technology Policy in Modern Classrooms. Bethel University.
Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.
Sugiyono. (2023). METODE PENELITIAN KUANTITATIF, KUALITATIF, DAN R&D (2nd ed.). Alfabeta.
Tapscott, D., Williams, A., & Sandberg, K. (2021). Report on How the US Government Could Reimagine Digital Technology Policy. https://www.prnewswire.com/news-releases/don-tapscott-releases-comprehensive-report-on-how-us-government-could-reimagine-digital-technology-policy-301224974.html
Throuvala, M. A., Pontes, H. M., Tsaousis, I., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2021). Exploring the Dimensions of Smartphone Distraction: Development, Validation, Measurement Invariance, and Latent Mean Differences of the Smartphone Distraction Scale (SDS). Frontiers in Psychiatry, 12(March). https://doi.org/10.3389/fpsyt.2021.642634
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UNESCO, Chakchouk, M., Giannini, S., & Observatory, N. (2019). HUMAN LEARNING IN THE DIGITAL ERA. UNESCO.
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