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All Journal Journal of Pedagogi
Shanti, Aziizah Kumala
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Education

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Attention Crisis in Learning: Declining Student Focus in the Digital Distraction Era Shanti, Aziizah Kumala
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/p86z8343

Abstract

The increasing integration of digital technology in education has transformed learning environments but also contributed to an emerging attention crisis among students. The widespread use of smartphones, social media, and online platforms has intensified digital distraction, leading to reduced focus and fragmented cognitive engagement. This study aims to analyze the impact of digital distraction on students’ attention and learning outcomes in contemporary educational settings. The research employs a qualitative approach using a systematic literature review (SLR), drawing on peer-reviewed journal articles and academic sources. Data collection follows structured stages of identification, screening, eligibility, and inclusion, while analysis is conducted through thematic and content analysis to identify patterns related to distraction types, causes, and effects. The findings reveal that multitasking, device-based interruptions, and internal cognitive distractions significantly reduce sustained attention and increase cognitive load, resulting in lower academic performance and superficial learning. Additionally, digital distraction negatively affects classroom interaction and instructional effectiveness. Effective strategies such as attentional literacy, self-regulation, instructional design improvements, and mindfulness-based interventions show potential in mitigating these effects. In conclusion, digital distraction is a major challenge in modern education, requiring integrated and adaptive approaches to enhance student focus and support meaningful learning in the digital era.
Post-Digital Pedagogy: Deconstructing the Role of Technology in Shaping Contemporary Learning Paradigms Shanti, Aziizah Kumala
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/a1vq9c76

Abstract

This study examines post-digital pedagogy as a critical framework for understanding the evolving role of technology in contemporary education. In the post-digital era, technology is no longer viewed as a supplementary tool but as an embedded and complex component that shapes how learning, knowledge, and social interactions occur. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns related to pedagogical transformation, technological roles, and socio-cultural dynamics. The findings reveal a paradigm shift from digital integration to pedagogization, where technology is critically examined rather than assumed to be inherently beneficial. Furthermore, learning is increasingly understood as part of a complex socio-technical ecosystem, requiring educators and learners to engage with issues of power, ethics, and digital inequality. The study concludes that post-digital pedagogy necessitates a reconfiguration of educational practices that integrates critical thinking, ethical awareness, and inclusive design to ensure meaningful and transformative learning in contemporary contexts.
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