<![CDATA[This study aims to explore how varying intensities of Roblox online gaming are experienced and manifested in the learning discipline of junior high school students in South Jakarta and South Tangerang. Employing a qualitative descriptive approach with a case study design, ten student informants from grades VII and VIII were selected through purposive sampling based on their active engagement with Roblox and their willingness to share their experiences. Data were collected through participant observation, structured interviews, and documentation, and trustworthiness was established through source, technique, and time triangulation. The data were analyzed using the Miles and Huberman interactive model, complemented by open, axial, and selective coding. The findings reveal that students with excessive gaming duration, ranging from four to eight hours daily, tended to exhibit academic procrastination, diminished concentration during classes, and physical fatigue attributed to sleep deprivation. Conversely, students with strong self-control and those supported by consistent parental supervision regarding gadget usage were able to maintain their academic responsibilities despite regular gaming engagement. These findings suggest that unregulated digital consumption tends to displace study time and undermine focus, whereas internal self-regulation and external parental control function as protective factors. Practically, this research recommends a synergistic supervision model between parents and educators to establish healthy digital boundaries and safeguard students' learning discipline.]]>
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