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All Journal Jurnal Ilmiah Research and Development Student Jurnal Sains Student Research
Muhammad Faizal Rizky
Universitas Negeri Makassar
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Digital Distraction pada Mahasiswa: Implikasi untuk Desain Pembelajaran dan Kurikulum Pendidikan Tinggi Dariyono Dariyono; Muhammad Faizal Rizky
JOURNAL SAINS STUDENT RESEARCH Vol. 4 No. 1 (2026): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v4i1.7335

Abstract

The rapid development of digital technology has significantly impacted learning in higher education, including the rise of digital distraction among university students. This theoretical review aims to integrate various concepts, models, and empirical findings related to digital distraction based on relevant literature. The study employed a theoretical review approach by analyzing articles addressing classroom distraction frequency, self-regulation mechanisms, and the dimensions of the Smartphone Distraction Scale (SDS). The synthesis reveals that digital distraction unfolds through a multilayered cycle beginning with digital stimuli, attention shifts, increased cognitive load, and reduced self-regulation, ultimately affecting academic performance. This review proposes the conceptual model of the Digital Distraction Cycle as a theoretical contribution explaining how digital distraction occurs among students and offers practical implications to support educators in designing learning strategies and self-regulation interventions that are more adaptive to digital-era challenges..
The Pengaruh Rubrik Parametrik dan Transparansi Penalti terhadap Kepercayaan Evaluasi Mahasiswa Non-Desain Dariyono Dariyono; Muhammad Faizal Rizky; Dion Rimman; Nanada Kurniati
JURNAL ILMIAH RESEARCH AND DEVELOPMENT STUDENT Vol. 4 No. 2 (2026): Jurnal Ilmiah Research and Development
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jis.v4i2.1880

Abstract

  This mixed-methods study employing a pre-experimental design investigated the effectiveness of implementing a parametric rubric in fostering students’ trust in assessment objectivity within a graphic design course. The evaluation focused on three key aspects: the clarity of assignment instructions, technical constraints related to the use of Figma software, and the transparency of the grading penalty system. Multiple regression analysis revealed that instructional clarity and penalty transparency had a positive and statistically significant effect on students’ trust in grading objectivity, with the penalty component emerging as the most influential factor. In contrast, technical constraints did not demonstrate a statistically significant effect, as they functioned both as a learning support mechanism and as an adaptation burden for students. The implementation of a strict penalty system initially triggered a score shock phenomenon, characterized by a substantial decline in Midterm Examination scores. However, this condition encouraged students to engage in self-evaluation and improve their learning strategies through self-regulated learning. Positive outcomes were reflected in the significant recovery of learning achievement and the more even distribution of student performance by the end of the semester, demonstrating the role of the system as a fair academic safety net for non-design students. Furthermore, 93.1% of students expressed a preference for the objective parametric assessment system over subjective aesthetics-based evaluation. The study concludes that managing examination penalties through a parametric rubric can establish a fair, transparent, and accountable assessment standard in higher education design courses  
Co-Authors Dariyono Dariyono Dion Rimman Nanada Kurniati