<![CDATA[The increasingly intensive use of smartphones among elementary school students has the potential to divert attention and reduce the ability to maintain focus during learning. This study aims to determine and analyze the relationship between smartphone usage intensity and learning concentration among fifth-grade students at SDN 1 Keroya for the Academic Year 2026. The research employs a quantitative approach with a correlational design. The population and sample consist of 31 fifth-grade students selected through a saturated sampling technique. Data were collected using Likert-scale questionnaires comprising 15 items for each variable, supplemented by non-participant observation. Data analysis involved descriptive statistics, normality test, linearity test, and Pearson Product Moment correlation using IBM SPSS Statistics. Results showed that smartphone usage intensity was at a moderate level, while learning concentration was at a fairly good level. The correlation coefficient of −0.190 with a significance value of 0.306 indicates a very weak and insignificant negative relationship. Thus, smartphone usage intensity was not proven to have a significant relationship with the learning concentration of fifth-grade students at SDN 1 Keroya. This study provides empirical information for teachers, schools, and parents in supervising smartphone usage and creating a learning environment that supports students’ concentration. Keywords: smartphone usage intensity, learning concentration, elementary school students Abstrak Penggunaan smartphone pada siswa sekolah dasar semakin meningkat dan berpotensi memengaruhi proses pembelajaran. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan yang signifikan antara intensitas penggunaan smartphone dengan konsentrasi belajar siswa kelas V SDN 1 Keroya Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis korelasional. Subjek penelitian berjumlah 31 siswa yang diambil secara keseluruhan (sampling jenuh). Data dikumpulkan menggunakan angket skala Likert dan dianalisis melalui uji normalitas, linearitas, serta korelasi Pearson Product Moment. Hasil penelitian menunjukkan koefisien korelasi sebesar -0,190 dengan nilai signifikansi 0,306. Nilai tersebut menunjukkan adanya kecenderungan hubungan negatif yang sangat lemah, namun tidak signifikan secara statistik. Artinya, belum terdapat bukti yang cukup untuk menyatakan bahwa semakin tinggi intensitas penggunaan smartphone maka semakin rendah konsentrasi belajar siswa. Konsentrasi belajar dipengaruhi oleh berbagai faktor lain di luar penggunaan perangkat. Kata kunci: intensitas penggunaan smartphone, konsentrasi belajar, siswa sekolah dasar ]]>
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