THE RELATIONSHIP BETWEEN GADGETS USE PATTERNS AND STUDENTS' LEARNING OUTCOMES AND MOTIVATION MODERATED BY LEARNING STYLES IN STATE ELEMENTARY SCHOOL 015 BANJAR XII

Abstract

The dynamics of digital technology have transformed elementary education, positioning devices as crucial multipurpose instruments that are often misused for non-educational recreational activities. This study aims to analyze the relationship between device usage patterns and students' learning outcomes and motivation, and to examine the role of learning styles (visual, auditory, and kinesthetic) as moderating variables. Using a quantitative ex post facto correlation approach, this study involved 105 high school students at SD Negeri 015 Banjar XII, Rokan Hilir, through a total sampling technique. Data were collected using validated learning outcome tests and Likert scale questionnaires, then analyzed using the Spearman correlation test and Moderated Regression Analysis (MRA) assisted by SPSS. The results showed a very strong and significant positive correlation between device usage patterns and learning outcomes ( = 0.893) and learning motivation ( = 0.963). Moderation analysis revealed that learning style positively moderated the relationship between device use and learning outcomes ( β = 0.167; <0.05), indicating that device effectiveness increases when aligned with students' learning modalities. Conversely, a negative moderating effect was found on learning motivation ( β = -0.076; <0.05), indicating a redundancy effect for students with established learning styles. The conclusion of this study confirms that devices are not merely entertainment tools but academic accelerators if their use is adapted to students' internal characteristics. Therefore, teachers are advised to implement differentiated digital learning strategies to optimize students' cognitive and affective potential in the digital era.