The Role of Game Based Learning in Reducing Students’ Digital Distraction in Indonesian Language Classroom

Digital distraction has emerged as a critical challenge in Indonesian language learning, which requires sustained attention to reading activities, text comprehension, and language production in both oral and written forms. Limited student engagement in language-based instruction often leads learners to divert their attention toward non-academic digital activities during classroom sessions. This study aims to examine the role of Game-Based Learning (GBL) as a pedagogical strategy for reducing digital distraction while enhancing student engagement and learning performance in Indonesian language instruction. Employing a qualitative case study design, the research was conducted at MAN 2 Kota Probolinggo. Data were collected through classroom observations, in-depth interviews with teachers and students, and analysis of instructional documentation, and were analyzed using data reduction, data display, and verification procedures. The findings reveal that the implementation of GBL significantly improves students’ focus on language-related activities, particularly in reading comprehension, vocabulary acquisition, and language-based classroom participation. Moreover, GBL effectively reduces non-academic smartphone use and fosters a more interactive, collaborative, and meaningful Indonesian language learning environment. These results indicate that Game-Based Learning represents a viable pedagogical approach for managing digital distraction in Indonesian language classrooms and offers practical implications for secondary education contexts facing similar challenges.