Kebijakan Pembatasan Gawai dan Pembelajaran Berbasis Teknologi di Sekolah: Kajian Literatur Sistematis

Feriyanto Feriyanto; Fran Susanto

doi:10.61132/arjuna.v4i1.2684

Authors

Feriyanto Feriyanto Universitas Islam Majapahit
Fran Susanto universitas islam majapahit

DOI:

https://doi.org/10.61132/arjuna.v4i1.2684

Keywords:

Deep Learning, Literacy, Merdeka Curriculum, Numeracy, Policy

Abstract

This literature study analyzes mobile device restriction policies in schools within the context of IT-based deep learning. The research examines three main dimensions: (1) device restriction policies from child protection and learning quality perspectives, (2) technology's role in supporting deep learning aligned with numeracy literacy in the Merdeka Curriculum, and (3) policy formulation that accommodates IT-based learning needs. Using qualitative library research methodology with content analysis, this study synthesizes findings from Scopus-indexed international journals and SINTA-indexed national journals (2014-2025). Results indicate that device restriction policies significantly improve academic achievement (a 6.4% increase in test scores) and student well-being, particularly for low-performing and disadvantaged students. However, effectiveness depends on pedagogical quality, digital literacy, and infrastructure support. Technology integration through adaptive platforms, gamification, and digital tools effectively supports deep learning and numeracy literacy development. This study recommends balanced policies combining structured restrictions during learning hours with strategic technology integration guided by the TPACK framework, supported by comprehensive digital literacy programs and adequate infrastructure

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