<![CDATA[This study examined the relationship between gadget use and students’ interest in reading biology materials at SMA Negeri 7 Palu. A quantitative correlational design was used to estimate the direction and strength of the relationship without manipulating the variables. The population comprised 344 tenth-grade students in 10 classes during the 2025/2026 academic year. Using the Slovin formula with a 5% margin of error, 185 students were selected through simple random sampling. Data were collected in February 2026 using two 15-item questionnaires scored on a five-point Likert scale. The instruments measured frequency and duration, learning activities, and purposes of gadget use, as well as reading enjoyment and motivation, reading habits, and time devoted to reading biology. Descriptive percentages and Pearson’s product-moment correlation were analyzed using SPSS version 25. Learning activity type was the strongest gadget-use indicator (78%), and reading habits were the strongest reading-interest indicator (76%). Gadget use was positively and significantly related to reading interest (r = .687, 95% CI [.602, .756], p < .001), representing 47.2% shared variance. The findings indicate association rather than causation: students who used gadgets more purposefully for learning tended to report stronger interest in reading biology. Guided digital reading activities may therefore support biology learning and students’ digital literacy.]]>
Copyrights © 2026
