Exploring Student Attention in Junior High School Classrooms: A Case Study at SMPN 19 Surabaya
Divani Raniadi, M. Hanafi, Dina Adriana
Abstract
Attention of students is an important aspect of effective learning since it directly determines comprehension, memory and classroom participation. But focus is also an issue as it is easy to lose track with distractions, mental exhaustion and the repetitive ways of teaching. The purpose of this study was to determine the causes of inattention among 7th grade students of SMP Negeri 19 Surabaya in the 2024-2025 academic year. A sample of 33 students was used through completion of questionnaires and five students were used in semi-structured interviews to learn more about their lived experiences. The thematic analysis showed that the lapses of attention were not consistent but were always situational, with noisy peers, lack of clarity when explaining the concepts to the students, and fatigue being the most prevalent reasons. Students used to deal with losing focus by doodling, chatting or switching seats or making personal notes. The results show that the attention depends not only on the internal state of students but also on the classroom ecology and the quality of instruction. In theory, this research expands the knowledge on the maintenance of attention by autonomy-supportive environments. In practice, it implies that educators can make their classes more focused by incorporating interactive instruction, gamified learning, and brief brain-break exercises to establish dynamic and psychologically supportive learning environments.
Keywords
Classroom Engagement; Student Attention; Student Perspective; Self-Determination Theory; Cognitive Load Theory
References
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. https://doi.org/10.1016/j.buildenv.2015.02.013
Birenbaum, M., Kimron, H., & Shilton, H. (2011). Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture. Studies in Educational Evaluation, 37(1), 35–48.
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210. https://doi.org/10.1007/s10648-006-9013-4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Choi, H.-H., Van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6
Cortazzi, M., & Jin, L. (2013). Introduction: Researching cultures of learning. Researching Cultures of Learning: International Perspectives on Language Learning and Education, 1–17. https://doi.org/10.1057/9781137296344
Dawadi, S. (2020). Thematic analysis approach: A step by step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
Hollstein, B. (2014). Qualitative approaches. In The SAGE handbook of social network analysis (pp. 404–416). SAGE.
Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743–769. https://doi.org/10.1007/s10648-015-9354-y
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344–365. https://doi.org/10.1080/03634523.2015.1038727
Murray, C., Zvoch, K., & Henry, D. (2019). Classroom density and student engagement: Exploring the physical context of learning. Learning Environments Research, 22(3), 329–345. https://doi.org/10.1007/s10984-019-09287-y
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In International handbook of emotions in education (pp. 120–141). Routledge.
Pradana, K. C., Noer, S. H., & Sutiarso, S. (2025). Enhancing Critical Thinking in Mathematics through Android-Based Multimedia and PjBL-STEM. Online Learning in Educational Research, 5(1), 81–93. https://doi.org/10.58524/oler.v5i1.534
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149–172). Springer.
Rogon, M. A. J., & Manguilimotan, Y. B. (2025). Teacher-student relationship and academic emotions as predictors of learning attitude of students in science. EPRA International Journal of Multidisciplinary Research, 11(1), 45–54. https://doi.org/10.36713/epra19952
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 60, 101830. https://doi.org/10.1016/j.cedpsych.2019.101830
Shochat, T., Cohen-Zion, M., & Tzischinsky, O. (2014). Functional consequences of inadequate sleep in adolescents: a systematic review. Sleep Medicine Reviews, 18(1), 75–87. https://doi.org/10.1016/j.smrv.2013.03.005
Sorensen, L., & Hallinan, M. (2020). Seating arrangements and student attention: Proximity and participation in middle school classrooms. Educational Studies, 46(4), 512–528. https://doi.org/10.1080/03055698.2019.1706082
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement–replicating and extending previous findings. Frontiers in Psychology, 10, 464340. https://doi.org/10.3389/fpsyg.2019.01730
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Unsworth, N., & Robison, M. K. (2017). A locus coeruleus-norepinephrine account of individual differences in working memory capacity and attention control. Psychonomic Bulletin & Review, 24(4), 1282–1311. https://doi.org/10.3758/s13423-016-1220-5
Wentzel, K., Russell, S., & Baker, S. (2014). Peer relationships and positive adjustment at school. In Handbook of positive psychology in schools (pp. 260–277). Routledge.
DOI: https://doi.org/10.24967/esp.v5i02.4529
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Divani Raniadi, M. Hanafi, Dina AdrianaAbstract
Keywords
References
Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. https://doi.org/10.1016/j.buildenv.2015.02.013
Birenbaum, M., Kimron, H., & Shilton, H. (2011). Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture. Studies in Educational Evaluation, 37(1), 35–48.
Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210. https://doi.org/10.1007/s10648-006-9013-4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Choi, H.-H., Van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225–244. https://doi.org/10.1007/s10648-014-9262-6
Cortazzi, M., & Jin, L. (2013). Introduction: Researching cultures of learning. Researching Cultures of Learning: International Perspectives on Language Learning and Education, 1–17. https://doi.org/10.1057/9781137296344
Dawadi, S. (2020). Thematic analysis approach: A step by step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3), 75–88.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education, 18(1), 38. https://doi.org/10.1186/s12909-018-1144-z
Hollstein, B. (2014). Qualitative approaches. In The SAGE handbook of social network analysis (pp. 404–416). SAGE.
Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743–769. https://doi.org/10.1007/s10648-015-9354-y
Kuznekoff, J. H., Munz, S., & Titsworth, S. (2015). Mobile phones in the classroom: Examining the effects of texting, Twitter, and message content on student learning. Communication Education, 64(3), 344–365. https://doi.org/10.1080/03634523.2015.1038727
Murray, C., Zvoch, K., & Henry, D. (2019). Classroom density and student engagement: Exploring the physical context of learning. Learning Environments Research, 22(3), 329–345. https://doi.org/10.1007/s10984-019-09287-y
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In International handbook of emotions in education (pp. 120–141). Routledge.
Pradana, K. C., Noer, S. H., & Sutiarso, S. (2025). Enhancing Critical Thinking in Mathematics through Android-Based Multimedia and PjBL-STEM. Online Learning in Educational Research, 5(1), 81–93. https://doi.org/10.58524/oler.v5i1.534
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149–172). Springer.
Rogon, M. A. J., & Manguilimotan, Y. B. (2025). Teacher-student relationship and academic emotions as predictors of learning attitude of students in science. EPRA International Journal of Multidisciplinary Research, 11(1), 45–54. https://doi.org/10.36713/epra19952
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Theory, research, and practice. Contemporary Educational Psychology, 60, 101830. https://doi.org/10.1016/j.cedpsych.2019.101830
Shochat, T., Cohen-Zion, M., & Tzischinsky, O. (2014). Functional consequences of inadequate sleep in adolescents: a systematic review. Sleep Medicine Reviews, 18(1), 75–87. https://doi.org/10.1016/j.smrv.2013.03.005
Sorensen, L., & Hallinan, M. (2020). Seating arrangements and student attention: Proximity and participation in middle school classrooms. Educational Studies, 46(4), 512–528. https://doi.org/10.1080/03055698.2019.1706082
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement–replicating and extending previous findings. Frontiers in Psychology, 10, 464340. https://doi.org/10.3389/fpsyg.2019.01730
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Unsworth, N., & Robison, M. K. (2017). A locus coeruleus-norepinephrine account of individual differences in working memory capacity and attention control. Psychonomic Bulletin & Review, 24(4), 1282–1311. https://doi.org/10.3758/s13423-016-1220-5
Wentzel, K., Russell, S., & Baker, S. (2014). Peer relationships and positive adjustment at school. In Handbook of positive psychology in schools (pp. 260–277). Routledge.
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