The Association between Screen Time Duration and Learning Focus among Alpha Generation Students: A Case Study at MI Al Islam
Abstract
The rapid digital immersion among the Alpha Generation has sparked significant concerns regarding their learning focus within formal educational settings. This study aims to analyse the correlation between screen time duration and learning focus among grade 3 students at MI Asas Islam, Salatiga. Employing a quantitative correlational design with a total sampling technique (N = 27), data were collected through closed-ended questionnaires, and subsequently analysed using the Spearman Rank correlation technique via IBM SPSS Statistics. The findings revealed a strong, negative, and statistically significant association between the variables (r = -0.642, p = 0.000), indicating that higher screen time duration is significantly associated with a decline in students' learning focus during classroom activities. In conclusion, the localized digital habits of Alpha Generation in this madrasah context necessitate responsive pedagogical strategies and the reinforcement of family-based digital literacy practices. This study highlights the critical need for collaborative digital regulation between educators and parents to safeguard students' academic focus.
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DOI: http://dx.doi.org/10.21043/elementary.v14i1.37032
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