The Impact of TikTok Use on Students' Learning Behavior in Civics Learning at State Junior High School 3 Gorontalo
Keywords:
TikTok use; learning behavior; academic procrastination; study concentration; PPKn learningAbstract
The rapid growth of short-video social media platforms, particularly TikTok, has significantly influenced students' daily lives. While TikTok offers opportunities for entertainment, information sharing, and creative learning, its excessive use has raised concerns in the educational context, particularly regarding decreased learning concentration, increased academic procrastination, reduced learning motivation, and changes in students' learning behavior. This study aims to analyze the impact of TikTok use on students' learning behavior in Civics Education at State Junior High School 3 Gorontalo. A qualitative research approach with a descriptive design was employed. Data were collected through classroom observations, in-depth interviews with Civics Education teachers and students, and document analysis. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through source and technique triangulation. The findings indicate that TikTok has both positive and negative effects on students' learning behavior. On the one hand, it serves as a source of entertainment, educational information, and creative learning content. On the other hand, excessive use contributes to reduced concentration, increased academic procrastination, diminished learning motivation, inefficient time management, and a tendency to prioritize entertainment content over academic activities. The study concludes that uncontrolled TikTok use can adversely affect the learning process. Therefore, effective supervision by teachers and parents, together with the development of students' digital literacy and self-regulation, is essential to encourage responsible social media use and to support more effective learning in Civics Education.
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