<![CDATA[Communication skills are one of the important skills that students need to have in the 21st century, including in science learning. This study not only examines the use of gadgets and communication skills in general, but also describes students' scientific communication skills on the human digestive system, based on the category of gadget use. The research sample consisted of 52 students selected through cluster random sampling. The data collection process in this study used two instruments: an essay test to measure communication skills and a questionnaire to assess device usage. Both instruments underwent validity and reliability testing before being used in the study. The reliability coefficients for the communication skills instrument and the gadget usage instrument were 0.690 and 0.758, respectively. Data were analyzed descriptively by grouping students' communication skills based on gadget usage categories. The results showed that most students' gadget usage was in the high category, while most students' communication skills were in the medium category. In the very high gadget usage category, students' communication skills were evenly distributed across the high, medium, and low categories. In the high gadget usage category, most students were in the medium category, while in the medium gadget usage category, most students were also in the medium category. Furthermore, students' scientific communication skills still showed weaknesses in accessing information sources, explaining observation results, and presenting information. The study's conclusion showed that, across different gadget usage categories, students' communication skills varied within each category. The findings of this study provide information that teachers can use as a basis for designing more targeted use of devices during learning, especially to provide space for students to develop scientific communication skills.]]>
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