Social Learning Environment and Gadget Use As Determinants of Elementary School Students' Learning Motivation

Abstract

This study investigates the relationship between the learning environment and gadget use on students’ learning motivation. The research employed a quantitative approach with a descriptive survey design, involving a population of 53 fifth-grade students at SDN Jelapat II-1, Mekarsari District, Barito Kuala Regency. A sample of 44 students was selected using simple random sampling based on the Isaac and Michael table, with a 5% margin of error. Data were collected through questionnaires and analyzed using correlation tests, after meeting the prerequisite assumptions of normality, linearity, multicollinearity, heteroscedasticity, and autocorrelation. The findings revealed a strong positive correlation between the learning environment and learning motivation (r = 0.732). In contrast, gadget use showed a moderate positive correlation with learning motivation (r = 0.429, P = 0.004). Multiple correlation analysis indicated a significant combined effect of the learning environment and gadget use on learning motivation (R = 0.561, Sig. F Change = 0.000), categorized as a moderate relationship. These results highlight the importance of both learning environment quality and responsible gadget use in enhancing students' motivation to learn.