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All Journal JURNAL MUARA PENDIDIKAN Educazione: Journal of Education and Learning
Fauziah
Universitas Muhammadiyah Muara Bungo, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH PENGGUNAAN GADGET TERHADAP KESEHATAN MENTAL SISWA SMK Shakti Alam Pangestu; Arisman Sabir; Fauziah; Larisman Larisman; Amal Hayati
Jurnal Muara Pendidikan Vol. 9 No. 2 (2024): Jurnal Muara Pendidikan, Vol 9 No 2, Desember 2024
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v9i2.2449

Abstract

This study is motivated by the issue of delays and absenteeism among students at SMK Negeri 3 Bungo, which is largely influenced by excessive gadget use, especially for social media and online games. Uncontrolled gadget usage leads to sleep problems, stress, and concentration issues that affect attendance and punctuality. This research aims to observe the impact of gadget use on mental health at SMK Negeri 3 Bungo. This study employs a descriptive quantitative method to determine whether there is a causal relationship between gadget use and mental health at SMK Negeri 3 Bungo. The scale used is the ordinal scale, with the sample consisting of class X.TAV students from SMK Negeri 3 Bungo, selected using the Cluster Random Sampling technique. Data collection was done using questionnaires, and data analysis was performed using hypothesis testing or ANOVA. The research results show that gadget use has an impact on mental health at SMK Negeri 3 Bungo. The calculated t-value for the gadget use variable is 6.249, which is greater than the t-table value of 1.690, indicating that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means, "There is an impact of gadget use on mental health at SMK Negeri 3 Bungo."
Kahoot, Learning Motivation, and Academic Achievement: A Systematic Review for Indonesian Madrasah Muhammad Dede Alkautsar; Yogi Irdes Putra; Fauziah
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.3073

Abstract

Game-based learning platforms have been adopted rapidly across Indonesian classrooms, yet evidence on their contribution to measured academic achievement remains scattered. This study synthesises recent empirical evidence on the relationship between Kahoot-mediated instruction, learning motivation, and student learning outcomes. A systematic literature review was conducted following the PRISMA 2020 protocol, drawing on Scopus, ERIC, DOAJ, Garuda, and Google Scholar for studies published between 2020 and 2026. Of 439 records identified, thirty empirical studies satisfied the eligibility criteria and were appraised for methodological quality before thematic synthesis. Kahoot-mediated instruction was associated with positive achievement outcomes across primary, secondary, and tertiary settings, although reported effect magnitudes varied considerably between contexts. Learning motivation emerged as both an outcome of gamified instruction and a mechanism through which platform affordances translate into cognitive gains, yet formal mediation testing appeared in only three studies. Reported associations were moderated by instructional integration, subject domain, exposure duration, teacher readiness, and infrastructural access rather than by the technology itself. The synthesis yielded the Gamified Engagement–Motivation–Achievement framework, which positions motivation as the mediating pathway linking platform features to learning outcomes.
Co-Authors Amal Hayati Arisman Sabir Larisman Larisman Muhammad Dede Alkautsar Putra, Yogi Irdes Shakti Alam Pangestu