The Influence of Instant Dopamine Dependence Induced by Digital Content on Arabic Language Learning Motivation among Students at MTs Al Mujahidin 2 Samarinda
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Abstract
The rapid advancement of digital technology has transformed adolescents' behavioral patterns in accessing information and entertainment through various digital content platforms. The ease of obtaining immediate stimulation from digital content has drawn increasing scholarly attention to instant dopamine dependence, which may influence students' attentional patterns and motivation to learn. This study aimed to examine the relationship between instant dopamine dependence induced by digital content and students' motivation to learn Arabic at MTs Al Mujahidin 2 Samarinda. A quantitative approach with an associative research design was employed. Data were collected through a Likert-scale questionnaire administered to 45 ninth-grade students at MTs Al Mujahidin 2 Samarinda. The data were analyzed using validity and reliability tests, classical assumption tests, and simple linear regression with the assistance of statistical software. The findings revealed that instant dopamine dependence induced by digital content had no statistically significant effect on students' motivation to learn Arabic, with a significance value of 0.391 (p > 0.05). Furthermore, the coefficient of determination (R² = 0.017) indicated that the independent variable accounted for only 1.7% of the variance in students' learning motivation. These findings suggest that digital content consumption does not directly determine students' learning motivation, as multiple factors, including self-regulation, the learning environment, and psychological factors, influence academic motivation. This study contributes to a better understanding of the relationship between digital behavior and learning motivation in Islamic secondary education. It provides a foundation for future research on additional factors that influence students' motivation to learn in the digital era.
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