<![CDATA[This study aims to examine the effect of smartphone usage on students’ learning concentration and identify its implications for educational practice. A quantitative approach with an explanatory research design was employed. The study involved 124 students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire measuring smartphone usage and learning concentration. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25, preceded by normality and linearity tests. The findings show that smartphone usage had a mean score of 38.42, while learning concentration had a mean score of 39.16. Regression analysis revealed a significant negative effect of smartphone usage on learning concentration (β = −0.562; t = −7.507; p < 0.001). The coefficient of determination (R² = 0.316) indicates that smartphone usage explains 31.6% of the variation in learning concentration. The study concludes that excessive or poorly regulated smartphone usage is associated with reduced concentration. The findings imply that schools, teachers, students, and parents should promote purposeful smartphone use, strengthen self-regulation, and establish appropriate digital-use guidelines.]]>
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