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All Journal Literasi: Jurnal Pendidikan Guru Indonesia Cahaya: Journal of Research on Science Education
Nila Lailatul Fitri
Universitas Hamzanwadi
Chemistry Education Physics Social Sciences Other

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Dampak Penggunaan Gedget Berlebihan Terhadap Konsentrasi dan Kedisiplinan Siswa dalam Proses Belajar Mengajar Abdul Latif; Nila Lailatul Fitri; Hilmi Najamuddin; Gina Ilhami Fatin; Sefty Cahyaningtyas; Ewit Nurdayanti; Teti Hifsatun Aini; Muhammat Riyandi; M. Sastra Budiyawan
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.514

Abstract

This study examines the negative impact of excessive gadget use on students’ concentration and discipline in the teaching and learning process. With the rapid development of digital technology, gadgets have become an inseparable part of students’ daily lives. However, uncontrolled use, particularly for non-educational activities such as social media and online gaming, significantly reduces students’ concentration levels. This is indicated by shortened attention spans, frequent distractions caused by notifications, and decreased ability to comprehend learning materials effectively. In addition, gadget dependency also negatively affects students’ discipline in the school environment, including violations of classroom rules regarding device usage, irresponsible attitudes toward academic tasks, and delays in assignment submission. The combination of these impacts potentially disrupts the effectiveness of the learning process and lowers students’ academic achievement. Therefore, strategic efforts involving schools, teachers, and parents are necessary to establish clear boundaries, provide education on healthy digital time management, and strengthen digital literacy so that students can use gadgets wisely. In this way, technology can function as a supportive learning tool rather than a primary source of distraction in education.
Konstruksi Identitas Generasi Z Melalui Penggunaan Media Sosial TikTok : Perspektif Berger dan Luckmann Nila Lailatul Fitri; Hanapi Hanapi; Huldiya Syamsiar
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 3 (2026): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i3.5098

Abstract

Generation Z constitutes the primary user base of TikTok, exhibiting high levels of engagement; however, studies positioning them as active agents in the formation of self-identity on social media remain limited. This study aims to analyze the construction of Generation Z identity through audiovisual content creation, visual narratives, and social interactions on TikTok. The research focuses on self-expression, identity negotiation, and social meanings emerging from digital communication practices. A qualitative approach with a digital ethnography design was employed, involving observation and documentation of public video content tagged “Generation Z” and relevant comments, complemented by open-ended questionnaires distributed to 59 Generation Z students active on TikTok. Data were analyzed through filtering, categorization, and interpretation, guided by Berger and Luckmann’s social construction theory, emphasizing externalization, objectivation, and internalization. The findings indicate that Generation Z’s digital identity is flexible, fluid, and continuously negotiated through audience interactions and evolving trends. These results confirm that TikTok is not merely a space for entertainment but a significant arena for self-expression and social identity formation. Theoretically, this study enriches the sociology of generations and digital media scholarship while providing deeper insight into youth identity formation within social media spaces
Co-Authors Abdul Latif Ewit Nurdayanti Gina Ilhami Fatin Hanapi Hilmi Najamuddin Huldiya Syamsiar M. Sastra Budiyawan Muhammat Riyandi Sefty Cahyaningtyas Teti Hifsatun Aini