Hubungan Digital Distraction terhadap Konsentrasi Belajar Siswa Kelas V di SDN Genuksari 01
DOI:
https://doi.org/10.30605/cjpe.9.2.2026.8536Keywords:
Digital Distraction, Konsentrasi Belajar, Siswa Sekolah Dasar, Era DigitalAbstract
Urgensi penelitian ini adalah untuk mengetahui hubungan digital distraction terhadap konsentrasi belajar siswa kelas V di SDN Genuksari 01 yang semakin dipengaruhi oleh penggunaan perangkat digital dalam pembelajaran maupun aktivitas sehari-hari. Penelitian ini didorong oleh kemajuan era digital, yang memudahkan siswa untuk mendapatkan informasi dan sumber belajar sekaligus berpotensi menimbulkan digital distraction yang mengganggu konsentrasi belajar siswa. Digital distraction terjadi ketika perhatian siswa dialihkan dari kegiatan belajar dan menuju penggunaan perangkat digital untuk tujuan non-akademik. Tujuan penelitian ini adalah untuk meneliti hubungan dan pengaruh digital distraction terhadap fokus belajar siswa kelas lima di SDN Genuksari 01. Penelitian ini menggunakan metode kuantitatif dengan strategi korelasional ex post facto. Populasi penelitian terdiri dari 83 siswa kelas lima di SDN Genuksari 01, dan sampel penelitian terdiri dari 52 siswa yang dipilih menggunakan prosedur seleksi acak sederhana. Penelitian ini menggunakan kuesioner skala Likert untuk menilai digital distraction dan konsentrasi belajar siswa. Data dianalisis menggunakan statistik deskriptif, pengujian normalitas, pengujian linearitas, pengujian korelasi Rank Spearman, dan regresi linear sederhana. Hasil menunjukkan bahwa digital distraction dan konsentrasi belajar siswa memiliki pengaruh yang sedang. Temuan pengujian korelasi mengungkapkan nilai koefisien -0,194 dengan tingkat signifikansi lebih besar dari 0,05, menunjukkan asosiasi negatif yang sangat lemah antara kedua variabel yang dapat diabaikan. Hasil uji regresi menunjukkan bahwa digital distraction tidak memiliki pengaruh signifikan terhadap konsentrasi belajar siswa (nilai p = 0,092, kontribusi = 5,6%). Temuan penelitian menunjukkan bahwa digital distraction bukanlah faktor utama yang memengaruhi perhatian belajar siswa sekolah dasar. Oleh karena itu, manajemen teknologi yang efektif dan bantuan untuk lingkungan belajar yang sesuai diperlukan agar siswa tetap fokus belajar.
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