Smart Student Character: Edukasi Bijak Penggunaan Gadget, Kontrol Diri, dan Disiplin Sekolah pada Siswa SMA
DOI:
https://doi.org/10.61132/aspirasi.v4i4.2874Keywords:
Discipline, Gadgets, Peer-To-Peer Learning, Self-Control, Senior High School StudentsAbstract
Poorly managed gadget use may disrupt students’ concentration, sleep patterns, academic responsibilities, and compliance with school rules. This community service program aimed to improve students’ understanding, awareness, and commitment to wise gadget use, strengthen self-control, and promote school discipline. The program was conducted on June 11, 2026, at SMA Pelita Tiga No. 3 Jakarta and involved 150 students from grades X and XI. An educational-participatory approach was implemented through interactive lectures, peer-to-peer learning, a “The Power of Habit” workshop, discussion, and reflection. The materials addressed the functions and risks of gadgets, triggers of automatic use, strategies for managing time and notifications, and the relationship between digital habits and discipline. Evaluation used participation observations, reflective discussion, and a partner satisfaction instrument. The results showed that students could distinguish productive from unproductive gadget use, identify triggers of excessive use, and formulate practical actions such as establishing gadget-free periods, reducing notifications, and prioritizing academic tasks. Partner satisfaction reached 42 out of 50, with a mean score of 4.2 or 84 percent, indicating that the program was rated good. The program is relevant for strengthening school counseling services and peer-based initiatives. However, long-term behavioral change cannot yet be concluded because pretest-posttest measurement and follow-up mentoring were not completed.
Downloads
References
Bozkurt, A., Demirdöğen, E. Y., & Akıncı, M. A. (2024). The association between bedtime procrastination, sleep quality, and problematic smartphone use in adolescents: A mediation analysis. The Eurasian Journal of Medicine, 56(1), 69–75. https://doi.org/10.5152/eurasianjmed.2024.23379
Burnell, K., Garrett, S. L., Nelson, B. W., Prinstein, M. J., & Telzer, E. H. (2024). Daily links between objective smartphone use and sleep among adolescents. Journal of Adolescence, 96(6), 1171–1181. https://doi.org/10.1002/jad.12326
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325. https://doi.org/10.1177/0963721414541462
Gilster, P. (1997). Digital literacy. John Wiley & Sons.
Gui, M., Gerosa, T., Argentin, G., & Losi, L. F. (2023). Mobile media education as a tool to reduce problematic smartphone use: Results of a randomised impact evaluation. Computers & Education, 194, Article 104705. https://doi.org/10.1016/j.compedu.2022.104705
Hamamura, T., Kurokawa, M., Mishima, K., Konishi, T., Nagata, M., & Honjo, M. (2023). Standalone effects of focus mode and social comparison functions on problematic smartphone use among adolescents. Addictive Behaviors, 147, Article 107834. https://doi.org/10.1016/j.addbeh.2023.107834
Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), Article 311. https://doi.org/10.3390/ijerph14030311
Kutluay, E., & Karaca, F. (2025). A model proposal explaining the influence of smartphone addiction related factors on high school students’ academic success. Education and Information Technologies, 30, 4061–4098. https://doi.org/10.1007/s10639-024-12947-x
Li, B., Gu, Y., Yang, Y., Zhao, M., & Dong, Y. (2023). The effect of problematic smartphone use on school engagement and disengagement among middle school students: The mediating role of academic procrastination and sleep quality. Journal of Adolescence, 95(5), 1033–1044. https://doi.org/10.1002/jad.12173
Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x
Tu’u, T. (2004). Peran disiplin pada perilaku dan prestasi siswa. Grasindo.
Wood, W., & Rünger, D. (2016). Psychology of habit. Annual Review of Psychology, 67, 289–314. https://doi.org/10.1146/annurev-psych-122414-033417
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
