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All Journal EDUKASI SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Khaerul Syobar
STKIP Pasundan Cimahi
Education Social Sciences Other

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THE EFFECT OF GADGET BAN POLICY ON STUDENTS' LEARNING MOTIVATION AND SOCIAL BEHAVIOR AT SMPN 1 LEMBANG, WEST BANDUNG REGENCY Dinna Daniati; Lili Halimah; Khaerul Syobar
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8098

Abstract

This study investigates the effect of a school-level gadget ban policy on the learning motivation and social behavior of students at SMPN 1 Lembang, West Bandung Regency. In the digital era, uncontrolled smartphone usage has led to cognitive distraction, reduced attention spans, and an increase in negative social interactions such as cyberbullying among adolescents. Utilizing an explanatory quantitative approach with a cross-sectional design, data were collected from 302 students selected through proportionate stratified random sampling. The primary instrument was a valid and reliable Likert-scale questionnaire, supported by structured observation and documentation. Data were analyzed using simple linear regression. The results indicate that the gadget ban policy, implemented through a strict "bell-to-bell" mechanism, has a positive and significant effect on student learning motivation, contributing 32% to the variance. By removing the instant dopamine distractions of digital devices, students demonstrated improved intrinsic and extrinsic motivation, perseverance, and deep focus (flow) during lessons. Furthermore, the policy exerts a more substantial positive and significant effect on students' social behavior, accounting for 43% of the variance. The absence of gadgets effectively mitigates the phubbing phenomenon, forcing a restoration of face-to-face communication, enhancing empathy, fostering pro-social cooperation, and significantly reducing incidences of cyberbullying. In conclusion, the institutional regulation of digital devices serves not only as a disciplinary measure but also as a crucial pedagogical strategy that simultaneously optimizes academic drive and cultivates a harmonious, resilient social character within the educational ecosystem.
Implementasi Pembelajaran Kreativitas Inovasi dan Kewirausahaan untuk Membentuk Jiwa Wirausaha Murid di SMKN 1 Karangtengah Cianjur Ratna Wulan Munggarini; Khaerul Syobar; Ernandika Pandikar
EDUKASI Vol 24 No 1 (2026): Article in Press
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v24i1.11950

Abstract

This study examines the implementation of creativity, innovation, and entrepreneurship (KIK) learning in shaping students’ entrepreneurial mindset at SMKN 1 Karangtengah, Cianjur. Using a qualitative case study approach within a social constructivist paradigm, the research explores how project-based learning (PjBL) is planned, implemented, and evaluated in the KIK subject. Data were collected through observation, in-depth interviews, documentation, and focus group discussions involving the principal, teachers, and students. The findings reveal that KIK learning has been implemented through short-term PjBL that provides meaningful and contextual learning experiences. Students actively engage in designing business ideas, producing products, collaborating in teams, and presenting their work. This process fosters social-pedagogical dynamics that strengthen collaboration, responsibility, communication skills, and risk-taking behavior. However, several challenges remain, particularly in project marketing planning and evaluation systems that still emphasize final products rather than the development of entrepreneurial character. Supporting factors include the merdeka curriculum policy, active teacher facilitation, the presence of a student business center, and partnerships with local industries. In contrast, limitations in capital, infrastructure, time allocation, and students’ marketing experience act as inhibiting factors. The study concludes that KIK learning based on PjBL significantly contributes to the formation of students’ entrepreneurial character through authentic learning experiences. Strengthening planning and evaluation strategies is essential to optimize entrepreneurship education in vocational schools.
Co-Authors Dinna Daniati Ernandika Pandikar Lili Halimah Ratna Wulan Munggarini