<![CDATA[This study aims to determine the correlation between the level of smartphone addiction and learning concentration among students at MINU 13 Gandariyah. The widespread penetration of digital technology has led to prolonged smartphone use among elementary school-aged children, which risks disrupting their study routines. The method used was quantitative with a correlational research design involving a sample of 52 upper-grade students within the school environment. Data collection was conducted by distributing a smartphone addiction scale questionnaire and a learning concentration test instrument, both of which have been statistically validated (r > rtable) and proven reliable (alpha > 0.60). The results of the study indicate that there is a significant negative correlation between smartphone addiction and learning concentration (r = -0.624; p < 0.001). Students with higher levels of smartphone addiction tend to show lower learning concentration during classroom activities. The novelty of this study lies in the spatial analysis of smartphone usage specifically within the elementary madrasah ecosystem. It can be concluded that smartphone addiction is negatively associated with the quality of students’ learning concentration. These findings recommend the need for concrete synergy between school regulations and parental supervision (digital parenting) to mitigate the negative exposure of technology on elementary education. However, this study is limited by its cross-sectional design and reliance on self-reported questionnaires; therefore, future research should employ longitudinal or experimental methods to establish a definitive causal relationship]]>
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