The effect of smartphone usage on student discipline, motivation and learning achievement

Abstract

This study aims to explain the effect of smartphone use on student mathematics learning achievements. The method used in this study is the collection of correlation data using questionnaires and interviews. The subjects of the study were 158 students at the Al Azhar 7 Islamic Middle School in Sukabumi. This research is based on the use of smartphones among students, whose intensity is increasingly increasing, has even become a trend. Uncontrolled use of smartphones results in discipline, motivation and learning achievement being interrupted. The first process is to look for the influence of intensity of smartphone usage on students’ learning discipline, on motivation and on student achievement. The research instrument consisted of 12 items of student learning activities and 14 items of smartphone use, 14 items of learning motivation. The data analysis method used is the Validity Test and Reliability Test techniques. Based on the data analysis (assumptions) that have been done, the results of the research from Pearson Corelation show that r = 0.321 with P = 0.000 (P <0.05). This means there is a relationship (-) between the intensity of smartphone use with discipline, motivation and learning achievement of students. This means that the higher the intensity of smartphone use, the lower the discipline, motivation and learning achievement of students, and vice versa. The intensity of smartphone use gives a large percentage of students’ discipline, motivation and learning achievement, while the rest is determined by other variables not examined. The results of this study’s data analysis that the relationship between the intensity of smartphone use and discipline, motivation and learning achievement of students is inversely or inversely. So that the conclusions in this study can be said that smartphone use in class VII has a negative relationship between the intensity of smartphone usage with acceptable student learning discipline, but smartphone use in class VIII is inversely proportional, because although the intensity of smartphone use in class VIII is high but achievement they are still good, their tap can divide the time between smartphone use and learning.