Muhammad Zaky, Refisi Ainjerimen Telaumbanua, Arisandi Amanda Siregar, Rosinta Joito Siregar, Imelda Juniarti Munthe, Dionisius Sihombing, Mela Novita Rizki

The Influence of Social Media Usage on Student Learning Productivity at Medan State University

Introduction

The influence of social media usage on student learning productivity at medan state university. Explore social media's significant influence on student learning productivity at Medan State University. This study reveals its benefits and risks, emphasizing effective usage for academic success.

Abstract

This study aims to analyze the effect of social media usage on the learning productivity of students at Medan State University. Social media, as an integral part of everyday life, has positive and negative potential in supporting or disrupting the learning process of students. This study uses a quantitative approach through a survey of 31 students with a simple linear regression analysis method. The results showed that the use of social media has a significant effect on learning productivity with a significance value of 0.000. The regression coefficient of 0.394 indicates that increasing the use of social media can increase learning productivity, but the impact depends on how it is used. Social media can support access to information, collaboration, and learning motivation, but it also risks causing distraction and procrastination if not used wisely. Therefore, students need to manage their time and use of social media effectively to maximize its benefits in academic activities.

Review

This study, "The Influence of Social Media Usage on Student Learning Productivity at Medan State University," addresses a highly pertinent and contemporary issue concerning the pervasive role of digital platforms in academic life. The authors aim to quantitatively investigate the relationship between social media usage and learning productivity among university students, a topic of considerable relevance given the dual potential of social media to either enhance or detract from the educational experience. The research employs a quantitative survey methodology, analyzed using simple linear regression, to explore this dynamic. The findings indicate a statistically significant effect of social media usage on learning productivity, with a reported significance value of 0.000. The regression coefficient of 0.394 suggests that, under certain conditions, increased social media use *can* be associated with an increase in learning productivity. Commendably, the abstract acknowledges the nuanced nature of this relationship, recognizing social media's capacity to support access to information, foster collaboration, and enhance motivation, while simultaneously posing risks such as distraction and procrastination if not managed effectively. This balanced perspective highlights the critical importance of *how* students engage with these platforms. Despite offering an initial insight into this important area, the study faces a significant methodological limitation that impacts the generalizability and robustness of its conclusions. The extremely small sample size of 31 students is a major concern for a quantitative study aiming to draw inferences about a university population. Such a limited sample size can severely compromise the statistical power and external validity of the results. To provide a more comprehensive and reliable understanding, future research should incorporate a substantially larger and more representative sample, and potentially explore more sophisticated statistical models (e.g., moderation analysis) or mixed-methods approaches to fully capture the complex interplay of specific usage patterns and their impact on learning productivity.

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