Smartphone-Assisted Economics Learning and Student Learning Interest in Digital Classroom Environments

Justiarani; Yusuf; Sandi

doi:10.35877/454RI.eduline5193

Authors

Justiarani Universitas Muhammadiyah Bone, Indonesia
Yusuf Universitas Muhammadiyah Bone, Indonesia
Sandi Universitas Muhammadiyah Bone, Indonesia

DOI:

https://doi.org/10.35877/454RI.eduline5193

Keywords:

Smartphone Use, Learning Interest, Economics Education, Ex Post Facto, Secondary Education

Abstract

The rapid development of digital technology has increased the use of smartphones as learning tools in educational settings. This study aimed to examine the effect of smartphone use on students' learning interest in economics among tenth-grade students at SMA Negeri 18 Bone. A quantitative approach with an ex post facto research design was employed. The study involved 33 students selected through simple random sampling from a population of 155 students. Data were collected using Likert-scale questionnaires, which were confirmed to be valid and reliable, and analyzed using simple linear regression with the assistance of IBM SPSS. The results revealed that smartphone use had a positive and statistically significant effect on students' learning interest in economics. The coefficient of determination indicated that smartphone use explained 43% of the variance in learning interest, while the remaining 57% was influenced by other factors beyond the scope of this study. These findings suggest that the effective use of smartphones as learning media can enhance students' engagement, motivation, and interest in learning by providing easier access to educational resources and supporting interactive learning activities. This study contributes empirical evidence regarding the role of smartphone use in fostering learning interest within the context of economics education and highlights the importance of integrating smartphones into classroom instruction through appropriate learning strategies to maximize their educational potential.

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