<![CDATA[This study aims to analyze the effect of mobile device usage intensity on the learning motivation of junior high school students in Brebes Regency. Using a quantitative approach with an explanatory correlational design, this study involved 384 students from 10 selected public junior high schools selected through purposive cluster and proportional random sampling techniques. Primary data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, then analyzed using descriptive and inferential statistical methods. The results showed that the majority of students had a moderate level of mobile device usage intensity, with the dominant use being to access educational content. Meanwhile, their learning motivation level was in the high category. Hypothesis testing confirmed a strong positive relationship and a unidirectional and significant influence between the two variables. The coefficient of determination value showed that mobile device usage intensity contributed 42% to increasing student learning motivation. In conclusion, mobile device use has been proven not only as a source of distraction, but also functions as a catalyst that can increase student independence and learning motivation when directed appropriately towards academic activities.]]>
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