Distraksi Digital di Kelas dan Kinerja Matematika Siswa Indonesia
Analisis Sekunder PISA 2022 dalam Perspektif Regulasi Diri
DOI:
https://doi.org/10.71094/mandalawidya.v2i3.242Keywords:
Digital Distraction, Mathematics Achievement, PISA 2022, Self-Regulated Learning, Classroom ManagementAbstract
Digital devices can expand access to learning while simultaneously fragmenting attention in classrooms. This study examines digital distraction among Indonesian 15-year-old students by conducting a descriptive-comparative secondary analysis of official PISA 2022 indicators and interpreting them through self-regulated learning and limited-attention perspectives. The nationally representative Indonesian sample comprised 13,439 students in 410 schools. Official estimates show that 25% of students reported being distracted by their own digital-device use and 27% by peers’ device use in most or all mathematics lessons. Only 18% reached at least Level 2 mathematics proficiency, while the national mathematics mean was 366, substantially below the OECD average. The analysis does not infer causality from aggregate indicators; instead, it identifies a pedagogical risk configuration in which low baseline proficiency, uneven teacher support, and attention competition coexist. Evidence synthesis suggests that blanket prohibition alone is insufficient. More promising classroom responses combine explicit device-use routines, task-relevant technology, metacognitive prompts, teacher monitoring, and gradual development of students’ self-regulation.
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