<![CDATA[The increasing use of digital devices among adolescents has raised concerns regarding its potential influence on students’ learning concentration, while limited evidence has examined the mediating role of learning motivation among junior high school students. Therefore, this study aimed to investigate the effect of gadget use intensity on students’ learning concentration and examine the mediating role of learning motivation. This quantitative explanatory study involved 105 junior high school students from Cirebon Regency and Cirebon City, Indonesia. Data were collected using a four-point Likert scale questionnaire consisting of 17 valid items and analyzed using descriptive statistics, classical assumption tests, and mediation analysis with Hayes’ PROCESS Macro Model 4 in SPSS. The results showed that gadget use intensity had no significant effect on either learning motivation or learning concentration. In contrast, learning motivation significantly improved students’ learning concentration. Furthermore, learning motivation did not mediate the relationship between gadget use intensity and learning concentration. These findings indicate that improving students’ learning concentration depends more on strengthening learning motivation than merely reducing gadget use intensity. Therefore, schools and teachers should prioritize instructional strategies that enhance students’ motivation while encouraging responsible and educationally meaningful gadget use.]]>
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