•  
  •  
 

Abstract

Learning concentration is a key component of an effective learning process, particularly for students who frequently encounter various distractions. In the modern era, adolescents often listen to music while studying, and previous studies have shown that music may either enhance or hinder concentration. However, research on the specific influence of low-fidelity (lo-fi) music remains limited. This study employed a quantitative approach with a pre-experimental design involving Grade XI science students at SMAN 1 Dramaga, Bogor. A total of 70 students participated, divided evenly into experimental and control groups. Research instruments included observation sheets, detailed lesson plans (RPP), and questionnaires. The experimental group received treatment by listening to lo-fi music played at medium volume during teacher explanations and at a slightly higher volume during individual tasks, while the control group learned without music. Data were analyzed using an independent samples t-test. The results showed a significance value (2-tailed) of 0.444, which is higher than 0.05, indicating that the null hypothesis could not be rejected. Although the experimental group demonstrated marginally higher concentration levels than the control group, the difference was not statistically significant. Therefore, it can be concluded that the use of low-fidelity (lo-fi) music does not significantly influence the learning concentration of Grade XI science students in physics classes at SMAN 1 Dramaga, Bogor.

Download

Share

COinS