Short Form Content Exposure And Bloom Taxonomy Indicators In Primary Schools: Paparan Konten Berdurasi Singkat Dan Indikator Taksonomi Bloom Di Sekolah Dasar

Anis Fitriyah (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)
Zuyyina Fihayati (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)

Indonesian Journal of Education Methods Development
Vol. 21 No. 2 (2026): May

General Background: The rapid digital transformation has significantly altered information assimilation patterns among young learners through intensive exposure to instant social media platforms. Specific Background: This exposure triggers the brainrot phenomenon, which is heavily associated with diminished concentration spans and superficial thinking among early-age digital natives. Knowledge Gap: While previous studies widely discuss technology consequences on general attention, phenomenological research specifically mapping these early symptoms against formal cognitive metrics in concrete operational learners remains severely limited. Aims: This study explores how young learners experience this phenomenon and its specific consequences on their fundamental cognitive capacities using structured educational objectives. Results: Using a phenomenological approach at SD Negeri Pilang 2 Sidoarjo, findings reveal that basic cognitive functions in remembering and understanding remain optimal despite high gadget usage. However, early symptoms have emerged, including shortened attention spans and situational distractions during complex subjects, while higher-order skills like analysis and evaluation remain in a transitional phase shaped heavily by physical fatigue and inconsistent study habits. Novelty: This research provides a unique phenomenological mapping demonstrating that the condition currently manifests as a disruption of attention readiness rather than a severe structural cognitive impairment. Implications: Diverse and interactive pedagogical strategies from educators serve as a crucial mitigation tool, highlighting the urgent need to balance home gadget routines with structured classroom environments to preserve optimal cognitive development. Highlights: High gadget usage primarily shortens attention spans rather than degrading fundamental memory retention. The brainrot condition currently manifests as situational distraction during complex pedagogical tasks. Interactive teaching strategies successfully mitigate superficial thinking and maintain learner focus. Keywords: Brainrot Phenomenon, Cognitive Abilities, Social Media, Attention Span, Qualitative Phenomenology