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All Journal JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi AKSIOMA : Jurnal Sains Ekonomi dan Edukasi Journal of Education and ICT
Fahrur Rozi
Universitas Bhinneka PGRI
Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE EFFECT OF LEARNING STYLES AND GADGET USAGE ON STUDENT LEARNING OUTCOMES IN DIGITAL SIMULATION SUBJECTS: A QUANTITATIVE STUDY AT VOCATIONAL HIGH SCHOOL Tutut Wi Veren; Fahrur Rozi
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.1645

Abstract

This study investigates the effect of learning styles and gadget usage on student learning outcomes in the Digital Simulation (SIMDIG) subject at SMK Negeri 2 Tulungagung, Indonesia. Despite the widespread integration of digital devices in secondary education, empirical evidence on how unregulated gadget use and individual learning styles jointly affect academic performance in vocational settings remains limited. Employing a quantitative non-experimental correlational design, this study collected data from 76 Grade X students selected through purposive sampling from a population of 505. Data were gathered using a closed Likert-scale questionnaire and documentation of KD 3.9 scores. Multiple linear regression analysis was conducted following prerequisite tests for normality (Kolmogorov–Smirnov), linearity, and multicollinearity. Results revealed that learning style does not significantly predict learning outcomes (t = 0.842, p = 0.403 0.05), while gadget usage demonstrates a significant negative effect on learning outcomes (t = 2.274, p = 0.026 0.05). Simultaneously, both variables do not produce a combined significant effect (F = 2.736, p = 0.071 0.05). These findings suggest that while individual learning styles may require more targeted instructional mediation to manifest effects on academic performance, gadget misuse during instructional time represents a salient and actionable predictor of reduced learning outcomes. Implications for teachers, school administrators, and educational technology policymakers are discussed. 
Co-Authors Abdul Haris Indrakusuma Agung Prasetya Ahmad Khoirul Latif Ansori Bian Dwi Pamu Feni Windiyan Sari Feraldy Satria Putra Hendra Adi Saputra Mohamad Khoirul Ansor Pamungkas, Bian Dwi Rafif Mallow Dwi Syamsoe Richo Prastianto Roikhatus Silma Nadzifa Sari, Yayak Kartika Tegar Senja Kurniawan Tri Wahyuning Sari Tutut Wi Veren Vertika Panggayuh Yandria Elmasari