Research and Development Journal Of Education

Vol. 9, No. 2, Oktober 2023, Pp : 1133 – 1139 p–ISSN 2406-9744

DOI: http://dx.doi.org/10.30998/rdje.v9i2.20233 e–ISSN 2657-1056
Available online at https://journal.lppmunindra.ac.id/index.php/RDJE

USE OF GADGET AND ACADEMIC ACHIEVEMENT AT

SMAN 21 BEKASI CITY

Apriyanto1(*), Iswadi2
Politeknik Tunas Pemuda, Tangerang, Indonesia12
irapriyanto0604@gmail.com1, adiiswadi45@gmail.com2

Abstract
Received: 03 September 2022 The goal of the study is to examine the relationship between gadget use
Revised: 21 September 2022 and learning achievement. Quantitative methods are used by researchers.
Accepted: 07 Oktober 2023 The research population was 276 students. The sample consisted of 73
students taken through random sampling. The researchers use
questionnaires. To analyze the data, the researchers use using simple
correlation and t test with SPPS Program. The finding: (1) There is a
significant correlation between the use of gadgets and academic
achievement of class XI students at SMAN 21 Bekasi City. The
implication is that students can use gadgets in the learning process in the
classroom because using gadgets can develop students' learning
independence in solving questions from the teacher. Students who use
gadgets in learning will get various kinds of learning resources from the
Internet so that students will be more creative and innovative in the
learning process.
Keywords: Gadget Use; Student; Learning Achievement

(*) Corresponding Author: Iswadi, adiiswadi45@gmail.com

How to Cite: Apriyanto, A. & Iswadi, I. (2023). USE OF GADGET AND ACADEMIC ACHIEVEMENT
AT SMAN 21 BEKASI CITY. Research and Development Journal of Education, 9(2), 1133-1139.

INTRODUCTION

Advances in information and communication technology have brought major

changes to educational conditions. One example of this change is the use of gadgets by
students to access various kinds of knowledge on the internet. In January 2023, there
were 212.9 million people using the internet in Indonesia, We Are Social and Meltwater
reported that this number had increased compared to 2022. In 2022, We Are Social
reported that the number of internet users in Indonesia was around 202 million. This
condition states that the number of internet users has increased by around 10 million users
or 5 percent from the previous year in Indonesia. Based on the data above, the use of
gadgets must be used to support the learning process in schools because advances in
information and communication technology must be used to develop knowledge.
Therefore, schools must create policies regarding the use of gadgets in the classroom.
Students use gadgets to solve their learning problems so that the use of gadgets has
a positive impact on students in the learning process. The positive impact of using
gadgets for students is that students become creative in using gadgets and students
develop their digital abilities. Students become critical in communicating and are able to
access various kinds of knowledge (Aprianti et al., 2022), Students can use gadgets to get
a lot of information. On the other hand, the use of gadgets can also make students lazy
about studying so that the use of gadgets can have both positive and negative impacts on
student learning achievement.
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Reseacrh and Development Journal of Education, 9(2), 1133-1139

The use of gadgets not only has a positive impact on students in learning but it can
also have a negative impact on students, such as students being lazy to study because
students play online games using gadgets so that students forget the time to study. Next,
students become addicted to using gadgets so students don't want to interact directly with
their families and friends (Sholekah et al., 2022). Using gadgets can improve student
learning outcomes. Based on relevant research results, the use of gadgets in students for
the learning process can improve student achievement because students can easily access
various kinds of knowledge on the internet anywhere. Students who use gadgets to study
will develop their ability to develop their digital literacy skills. Digital literacy has a
strong relationship with students' use of gadgets (Ratnasari, 2019). Teachers can use
gadgets as learning media that can improve learning achievement. The use of gadgets in
the learning process can develop students' abilities to search for sources of knowledge
independently. Students are free to look for learning resources so students will get actual
references from various sources of knowledge.
Lestari (2022) said that the habits of children who are engrossed in gadgets will
affect the brain's ability to capture information. One of them is that when children receive
lessons in class it tends to be difficult to understand what the teacher has conveyed. In
addition, children also tend to be lazy to study and read books as a result of the tendency
to play gadgets so that academic achievement decreases. Nushalinawati (2022) said the
use of gadgets has a negative impact on children because children prefer playing games
and animations rather than learning. Children always ask for gadgets every day so that
children will experience health problems, such as eye problems. If children look at gadget
monitors for too long, children can experience eye pain and radiation.
Based on the results of the researchers' observations, SMAN 21 Bekasi City allows
students to use gadgets inside and outside the classroom. This policy aims to provide
independent learning to students to be independent in finding various sources of
knowledge on the internet. SMAN 21 Kota Bekasi also has a program that aims to
increase students' digital literacy so that students can use handphone in the learning
process. This policy has advantages and disadvantages, such as students can use gadgets
to seek knowledge and students can use gadgets to play online games. Therefore, the
teacher's role in supervising gadget used in the classroom.
Based on the explanation above, the gadget used on students gives positive and
negative impacts so that researchers are interested in examining the relationship between
gadget use and learning achievement. Researchers want to know whether the use of
gadgets has a positive or negative relationship with student achievement.

METHODS

Researchers used a quantitative method with the simple correlation. The population
are all class XI students of SMAN 21 Bekasi City, totaling 276 students consisting of 6
classes, namely X1= 35, XI 2= 35, XI 3 = 35, XI 4 = 35, XI 5 = 34, XI 6 = 34, XI 7 = 34,
and XI 8 = 34. The sample are 73 students who were taken using the Slovin formula with
the percentage of leeway used was 10%. Researchers used questionnaire for getting the
data.
Researchers tested the validity and reliability before conducting research on the
sample. The results of the validity and reliability tests can be seen in the table below.

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Reseacrh and Development Journal of Education, 9(2), 1133-1139

Table 1.
Test of Validity of Gadget Use
No Questions Rcount Rtable Decision
1 I use gadgets to find sources of 0.341 0.3610 Valid
knowledge.
2 I use gadgets to find answers to 0.351 0.3610 Unvalid
difficult questions
3 I use gadgets to look for materials 0.535 0.3610 Valid
that I don't understand.
4 I use gadgets to find material that 0.538 0.3610 Valid
the teacher hasn't explained yet.
5 I use gadgets to access the internet 0.562 0.3610 Valid
which is useful for increasing my
understanding of material that I
don't know yet.
6 It is easy for me to find material 0.440 0.3610 Valid
using gadgets that are connected to
the internet.
7 I really like using gadgets because it 0.488 0.3610 Valid
makes it easier for me to solve a
problem.
8 I like using gadgets to learn easy 0.470 0.3610 Valid
material.
9 I like using gadgets to study online. 0.452 0.3610 Valid
10 I am enthusiastic when using 0.474 0.3610 Valid
gadgets to study.
11 I like the discussion using gadgets. 0.383 0.3610 Valid
12 I am happy to see the learning 0.515 0.3610 Valid
animations on the gadget.
13 I like to use games for learning that 0.488 0.3610 Valid
are in gadgets.
14 I like using gadgets to find 0.504 0.3610 Valid
references in making papers.
15 I like using gadgets to study 0.512 0.3610 Valid
independently.
Source: processed by researchers

The results of the validity test of variable Y or learning achievement can be seen
below.
Table 2.
Test of Validity of Learning Achievement Variable
No Questions Rcount Rtable Decision
1 I have good test scores. 0.508 0.3610 Valid
2 I have good grades. 0.412 0.3610 Valid
3 I have a good Final Test score. 0.520 0.3610 Valid
4 I have good Mid Test scores. 0.564 0.3610 Valid
5 I have good discipline values. 0.530 0.3610 Valid
6 I have the value of a good 0.484 0.3610 Valid
cooperative attitude.
7 I have the value of good mutual 0.423 0.3610 Valid
respect.

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Reseacrh and Development Journal of Education, 9(2), 1133-1139

8 I have a good value religious 0.574 0.3610 Valid

attitude.
9 I have a good social attitude 0.633 0.3610 Valid
value.
10 I have good practice grades. 0.628 0.3610 Valid
11 I have a good portfolio value. 0.574 0.3610 Valid
12 I have the value of making good 0.533 0.3610 Valid
products.
13 I have good performance or 0.599 0.3610 Valid
performance values.
14 I have the value of making a 0.534 0.3610 Valid
good work.
15 I have a practice value that 0.581 0.3610 Valid
produces good economic value.
Source: processed by researchers

The results of the reliability test for the variables of gadget use and learning
achievement can be seen below.
Table 3.
Test of Reliability
No Variable Reliability Decision
Coefficient Value
1 Gadget Use 0.843 Reliable
2 Learning Achievement 0.882 Reliable
Source: processed by researchers

Based on the table above, the value of the reliability test results for the gadget use
variable is 0.843 and learning achievement is 0.882. Therefore, the instrument for gadget
use and learning achievement is reliable. Data analysis techniques using simple
correlation analysis with SPSS.

This research can be described in the form of a model as shown in Figure 1.

The students
The Use of of Learning
Gadget (X) Achievement
(Y)

Figure 1.
Research Constellatio

RESULTS & DISCUSSION

Results

The results of data analysis can be seen in table below:

1. Gender Data Description
The calculation results can be seen in table 4 below:

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Reseacrh and Development Journal of Education, 9(2), 1133-1139

Table 4.
Gender Data Description
No. Gender Frequency Percentage
1 Male 31 42.5 %
2 Female 42 57.5%
Total 73 100%
Source: processed by researchers

There are 31 or 42.5% male students and 42 or 57.5% female students. The Use
of Gadget Data Description. The calculation results can be seen in table 5 below:

Table 5.
General Description of Class X Students' Gadget Use at SMAN 21 Bekasi City
No Use of Gadgets Frequency Percentage
1 Rarely Use 42 57.5%
2 Sometimes Use 10 13.7%
3 Frequently Use 16 21.9%
4 Always Use 5 6.8%
Total 73 100%
Source: processed by researchers

Students who rarely use gadgets are 42 or 57.5%, sometimes use 10 or 13.7%,
often use 16 or 21.9%, and always use 5 or 6.8%.

2. The Learning Achievement Data Description

The calculation results can be seen in table 6 below:

Table. 6.
Overview of Learning Achievement of Class X Students of SMAN 21 Bekasi City
No Student Learning Achievement Frequency Percentage
1 Not enough 49 67.1%
2 Enough 20 27.4%
3 Good 4 5.5%
Total 73 100%
Source: processed by researchers

Students who have poor learning achievement are 49 or 67.1%, sufficient are 20
or 27.4%, and good are 4 or 5.5%.

3. The relation between Gadget Use and Academic Achievement at The Eleventh Grade
Students of SMAN 21 Kota Bekasi
The calculation results can be looked in table 7 below:

Tabel 7.
The Result of Pearson Correlation
Sig. (2-tailed) Result
0.028 H0 is refused and H1 is
accepted
Source: processed by researchers

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Reseacrh and Development Journal of Education, 9(2), 1133-1139

The correlation between gadget use and student learning achievement at The
Eleventh Grade Students of SMAN 21 Bekasi City is positive and significant because
the significant value is 0.028 < 0.05.

Discussion

The correlation between Using of Gadget and Academic Achievement of Students at The
Eleventh Grade Students of SMAN 21 Kota Bekasi
The simple correlation coefficient value between using of gadget and ACADEMIC
achievement of students at The Eleventh Grade Students of SMAN 21 Bekasi City is
0.257, which means that the correlation coefficient value between using of gadget and
learning achievement of students is low. Furthermore, the significant value of the
hypothesis test results is 0.028 < 0.05. That means there is a correlation between Gadget
Use and Student Learning Achievement at The Eleventh Grade Students of SMAN 21
Bekasi City. Suwa et al., (2020) using of Smartphone can increase students' interest in
learning and academic achievement. On the other hand, Yunita et al., (2018) said that cell
phone use and students' distractions did not have a significant effect on GPA. Mabaroh &
Sugianti (2021) said Addiction to playing gadgets in male or female students does not
have a negative impact on improving student learning achievement. Students can improve
their learning achievements by using gadgets to seek knowledge. On the other hand, the
use of gadgets can have a negative impact on students if students do not focus on
studying, but students spend a lot of time playing online games. Sharma et al., (2020)
stated that using gadgets in learning can have a positive impact on improving student
performance in learning because using gadgets in learning gives students the opportunity
to be independent, increasing cognitive activity. The use of gadgets can be used to
facilitate student learning. Apart from that, the use of gadgets makes the educational
process more productive and creative.

CONCLUSION

There is a significant correlation gadget used and academic achievement of class

XI students at SMAN 21 Bekasi City. The implication of the results of this study is that
teachers should provide opportunities for students to use their gadgets in learning.
Teachers must supervise the use of gadgets in the classroom so that teachers can control
students in using their gadgets. Schools must establish operational standards for the use of
gadgets for students when students are studying in class. The limitation of this research is
that the sample was taken only from class XI. Future research must analyze the gender
variable as an independent variable that influences learning achievement.

REFERENCES

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Mabaroh, B. & Sugianti, L. (2021). Gadget Addiction and the Students’ Achievement.
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https://doi.org/10.47134/ijsl.v1i3.59

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Reseacrh and Development Journal of Education, 9(2), 1133-1139

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