Penggunaan Gadget dan Motivasi Belajar Siswa: Analisis Korelasional pada Siswa dalam Konteks Pembelajaran Digital

Abstract

The rapid development of digital technology has increased gadget usage among senior high school students, which may influence psychological and academic aspects, particularly learning motivation. Previous studies have reported inconsistent findings, where gadget use is often associated with learning distractions, while empirical evidence highlighting its potential role within digital learning environments remains limited, especially in secondary school contexts in regional settings. Therefore, this study aims to examine the relationship between gadget usage and students’ learning motivation among tenth-grade students at SMA Negeri 6 Bengkulu City. This research employed a quantitative approach with a correlational design. The population consisted of 366 students, with 79 respondents selected through proportional sampling techniques. Data were collected using Likert-scale questionnaires measuring gadget usage and learning motivation. Data analysis was conducted using descriptive statistics and Pearson Product Moment correlation analysis. The results indicate that students’ gadget usage was predominantly in the high category (53.1%), while learning motivation was categorized as very high (51.8%). The correlation analysis revealed a strong and significant positive relationship between gadget usage and learning motivation (r = 0.660; p < 0.05). These findings suggest that gadget usage does not necessarily hinder learning motivation; instead, when used adaptively, it can support students’ motivation in the learning process. Scientifically, this study contributes to strengthening the perspective that digital technology functions as a supporting factor for learning motivation within 21st-century educational contexts.