Pengaruh Intensitas Pemanfaatan Gadget dan Kaitannya dengan Prestasi Belajar Siswa SD Inpres Mawang

Buhaerah Buhaerah; Ainul Lathifah

doi:10.51574/jrip.v6i2.5250

Authors

Buhaerah Buhaerah Politeknik Muhammadiyah Makassar, Makassar, Indonesia https://orcid.org/0009-0006-3331-8463
Ainul Lathifah Universitas Negeri Makassar, Makassar, Indonesia https://orcid.org/0009-0000-7187-3763

Keywords:

Gadget, Prestasi belajar, Regresi linear, Teknologi pendidikan

Abstract

Perkembangan ekosistem digital telah memperluas akses siswa sekolah dasar terhadap berbagai perangkat elektronik, terutama gadget. Di satu sisi, perangkat tersebut dapat mendukung proses belajar melalui penyediaan sumber informasi, media pembelajaran, dan akses komunikasi akademik. Di sisi lain, penggunaan yang tidak terarah berpotensi menimbulkan gangguan konsentrasi, mengurangi waktu belajar, dan memengaruhi capaian akademik. Tujuan penelitian ini adalah untuk menganalisa pengaruh pemanfaatan gadget terhadap prestasi belajar siswa SD Inpres Mawang Kecamatan Bontomarannu Kabupaten Gowa. Pendekatan yang digunakan adalah kuantitatif dengan desain korelasional. Data penggunaan gadget diperoleh melalui angket, sedangkan data prestasi belajar dihimpun dari dokumentasi nilai akademik siswa. Wawancara terbatas dengan guru dan orang tua digunakan sebagai informasi pendukung untuk memperkaya interpretasi hasil. Data penelitian ini diolah dengan memanfaatkan analisis statistik deskriptif dan regresi linear sederhana. Hasil analisa data menunjukkan persamaan regresi Y = 83,67 - 2,74X. Koefisien regresi bernilai negatif, yang berarti peningkatan skor penggunaan gadget cenderung diikuti oleh penurunan prestasi belajar. Uji t menghasilkan nilai t = -5,652 dengan signifikansi 0,000, sedangkan uji F menghasilkan F = 31,95 dengan signifikansi 0,000. Nilai R² sebesar 0,533 yang artinya bahwa penggunaan gadget menunjukkan 53,3% variasi prestasi belajar siswa, sementara 46,7% lainnya dipengaruhi oleh faktor di luar model. Temuan ini menegaskan pentingnya pendampingan guru dan orang tua, pembatasan durasi penggunaan, serta penguatan literasi digital agar gadget berfungsi sebagai sarana belajar yang produktif.

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