The Impact of Gadget Usage on Learning Concentration among Islamic School Students: An Islamic Perspective

Abstract

The rapid proliferation of digital technology in educational settings has precipitated a crisis of attention, significantly undermining the cognitive focus required for deep learning. In the specific context of Madrasah education, this phenomenon poses a distinct challenge to the preservation of Adab al-Ta'lim (etiquette of learning), where sustained concentration is synonymous with spiritual mindfulness or Khusyu'. This study aims to analyze the implications of excessive gadget usage on learning concentration among Madrasah students through the lens of Islamic educational psychology. Employing a qualitative method with a library research design, data were synthesized from classical Islamic texts (Turath) regarding knowledge acquisition and contemporary scientific literature on digital distraction published between 2020 and 2025. The data were analyzed using interpretive content analysis to bridge modern cognitive findings with theological concepts. The findings reveal that digital distraction operates as a form of "continuous partial attention" that fragments the student's intellect. From an Islamic perspective, this lack of focus is interpreted as Ghafalah (heedlessness) and engagement in Laghw (vain activity), which disconnects the heart from the sanctity of knowledge (Barakah). The study concludes that addressing attention deficits requires more than external disciplinary measures; it necessitates the cultivation of internal spiritual control through Muraqabah (awareness of God's observation). This research contributes a holistic "Digital Adab" framework, emphasizing self-regulation rooted in spiritual consciousness to restore academic resilience in the digital age.