TikTok Use and Reading Interest Among Elementary School Students: The Role of Attention Span

Ahmia Dwi Cahyani; Alifia Sahira Bilkis; Farid Rizqi Maulana; Ahmia Dwi Cahyani; Alifia Sahira Bilkis; Farid Rizqi Maulana

doi:10.32665/jurmia.v6i2.6752

Authors

Ahmia Dwi Cahyani Universitas Pendidikan Indonesia
Alifia Sahira Bilkis Universitas Pendidikan Indonesia
Farid Rizqi Maulana Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.32665/jurmia.v6i2.6752

Keywords:

Attention Span, Literacy, Reading Interest, Elementary School Students, TikTok

Abstract

The rise of the social media platform TikTok among elementary school students has transformed patterns of information consumption and literacy activities. This study aims to analyze the effect of TikTok video consumption on students’ interest in reading and to examine the role of attention span as a mediating variable. This study employs a quantitative approach with a correlational design. The sample consisted of 43 fifth-grade students at SDN Temugiring, selected using total sampling. Data were collected via a 4-point Likert scale questionnaire that met the criteria for validity and reliability (Cronbach’s Alpha = 0.701). Data analysis was conducted using Spearman’s correlation and path analysis with the aid of IBM SPSS Statistics. The results showed that TikTok video consumption was not significantly associated with reading interest (ρ = 0.015; p = 0.923), while attention span was positively and significantly associated with reading interest (ρ = 0.370; p = 0.014). The results of the path analysis indicate that attention span does not mediate the relationship between TikTok video consumption and reading interest because the path from TikTok video consumption to attention span is not significant (β = -0.183; p = 0.241). These findings suggest that the ability to sustain attention plays a more important role in reading interest than the intensity of TikTok use.

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