The Effect of Smartphone Addiction on Communication with Peers in Madrasah Tsanawiyah

This study aims to determine the effect of smartphone addiction on communication skills with peers at MTs Nurul Hikmah Aek Gerger Sidodadi. The research method uses a quantitative approach. The number of samples in this study was 52% of the total population of 299 students, with further criteria that 155 students had smartphones. The data collection technique used a smartphone addiction scale and a peer communication scale. The results of this study indicate that there is a significant negative relationship between the influence of smartphone addiction and peer communication skills, this is based on the results of the analysis using the product-moment technique which obtained the value of rcount = -0.7118 < rtable = 0.159. In conclusion, the higher the use of smartphones, the lower the ability to communicate with peers among students, and vice versa the lower the use of smartphones, the higher the ability to communicate with peers among students.

Jurnal Basicedu Vol 6 No 3 Tahun 2022 p-ISSN 2580-3735 e-ISSN 2580-1147 them. They are more active in the virtual world than in the real world to socialize, especially with their peers. Peers or peer groups are children or adolescents with approximately the same maturity level or age. One of the most important functions of peer groups is to provide a source of information and comparisons about the world outside the family (Meilan, et.al., 2018). The use of smartphones does greatly affect a person's communication behavior. Currently, smartphones have become the main communication medium. Of course, this shows that the intensity of smartphone use affects changes in individual behavior.
Various studies relevant to this research theme have been studied from various aspects, including the research by Langangka (2021) which discusses the aspects of preventing and overcoming smartphone addiction with the aid of learning media. In line with this, Rismaniar (2018) also examines the efforts of BK teachers in minimizing smartphone addiction in students. In addition, Dilla (2020) investigated the impact of anxiety on students caused by excessive smartphone use (more than 4 hours a day).
In connection with the research above, Mulyati & Frieda (2019: 1307-1316 in their research provide an example to students about the negative phenomenon of smartphone addiction behavior. Hamrat, et.al. (2019: 13-19) examined specifically the impact of smartphone addiction in the form of academic stress. Other relevant research includes the theme of socializing the effectiveness of smartphone use for students (Mudaim, et.al., 2020: 151-161;Hardini & Barmawi, 2022) and the relationship between smartphone addiction behavior on student achievement (Ula, 2021: 290-298;Gustilawati, et.al., 2020: 109-115).
Observing the description above, it is understood that the difference between this research and previous research lies in the study of the implications of smartphone addiction on students' communication skills, especially their peers. Furthermore, the researcher seeks to deepen the theme of the study which is summarized in the theme, "The Effect of Smartphone Addiction on Communication Skills with Peers at MTs Nurul Hikmah Aek Gerger Sidodadi".

METHOD
This study uses a quantitative approach, namely the scientific method whose analysis is in the form of numbers or qualitative data that is numbered (Jaya, 2013). In this study, a quantitative approach was used, because the results obtained through research in the form of quantitative data were how much influence smartphone addiction had on communication skills with peers at MTs Nurul Hikmah Aek Gerger Sidodadi in the 2021/2022 academic year.
The population of this study was all students of MTs Nurul Hikmah Aek Gerger in the age range of 13-18 years. The sample selection was carried out using a purposive sampling method with the criteria of having a smartphone. The data in this study were collected using a survey method by distributing questionnaires. The number of samples in this study was 52% of the total population of 299 MTs Nurul Hikmah Aek Gerger, as many as 155 students.
On the smartphone addiction scale and the peer-to-peer communication scale, the scaling method used is the Likert scale. The Likert scale uses several questions to measure individual behavior by responding to 5 choice points on each question item, strongly agree, agree, disagree, disagree, and strongly disagree (Likert, 1932). On the smartphone addiction scale that will be used in this study (smartphone addiction scale-short version). This scale consists of 10 items and a 37-item peer communication scale based on 5 aspects, namely openness, empathy, support, positivity, and similarity.
Test The validity of the instrument is not automatically determined by the instrument itself. According to Sugiyono (2014), the factors that influence the validity and reliability of a measuring instrument (instrument) other than the instrument are the user of the measuring instrument who takes the measurement and the subject being measured. However, these factors can be overcome by testing the instrument with appropriate validity and reliability tests. Tests are carried out to maintain validity and reliability. The normality test is a balance between a high value with a low value. A data that forms a normal distribution if the amount of data above and below the average is the same. As stated that the use of parametric statistics works with the assumption that the data for each research variable to be analyzed forms a normal distribution (Jaya, 2013).
From the results of the analysis using the MS. Excel formula and SPSS version 20, it is known that the rcount for the influence of smartphone addiction on communication skills with peers using product moment obtained r-count = -0.711 < r-table = 0.159 and P = 0.000 < p =0.05. It is known that r-count < r-table, then H0 is accepted, meaning that there is no influence between the X and Y variables. Therefore, the researcher concludes that H0 is accepted and Ha is rejected, which means there is no effect between X and Y.
There is no significant effect because r-count < from r-table and p <0.05, then H0 is accepted and Ha is rejected. Based on these calculations, the hypothesis accepted in this study is that there is no significant effect of smartphone addiction on communication skills with peers at MTs Nurul Hikmah Aek Gerger Sidodadi.

RESULTS AND DISCUSSION
This research was conducted in the even semester of the 2021/2022 academic year at MTs Nurul Hikmah Aek Gerger Sidodadi. The study was conducted on all students of MTs Nurul Hikmah Aek Gerger Sidodadi who have smartphones with an age range of 13-18 years. Collecting data using smartphone addiction scale and peer communication scale. The results of the data regarding the effect of smartphone addiction on communication skills with peers at MTs Nurul Hikmah Aek Gerger Sidodadi were obtained from research instruments in the form of a smartphone addiction scale (short version of smartphone addiction scale) and 37 items of peer communication scale distributed to 155 students. These 155 students were selected through purposive sampling with the criteria of only having a smartphone. with the degree of relationship, namely the correlation is strong and the form of the relationship is negative. The point is that the higher the influence of smartphone addiction, the lower the peer communication skills of MTs Nurul Hikmah Aek Gerger Sidodadi students. Table 3 above shows the number of data measurements (N), minimum value, maximum value, average value (mean), standard deviation, skewness, and kurtosis of each variable. The skewness value is a symmetrical measure of a histogram, while kurtosis is a measure of the flatness or sharpness of the histogram. As in the table above, it has a negative skewness and a positive kurtosis, meaning that the distribution is skewed to the left of the normal distribution and tapering.

Table 4 Summary of Product Moment Results
Based on table 4, it shows r-count < r-table < 0.05. It is known that r-count < r-table, then H0 is accepted, meaning that there is no influence between the variables X and Y. For this reason, the researcher concludes that H0 is accepted and Ha is rejected, which means there is no effect between X and Y. From table 4, it has also been shown that it is known that the value of rcount based on the results of the Product Moment test using SPSS version 20 is -0.7118 which has 155 students as respondents. To interpret the strength of the relationship between two variables can be done by looking at the number of correlation coefficients.
Based on the research, it was found that there was a significant negative effect between smartphone addiction on communication skills with peers at MTs Nurul Hikmah Aek Gerger Sidodadi. It is shown from the analysis of product-moment correlation data that the correlation between smartphone addiction (X) and communication skills with peers (Y) is -0.7118.
There is a significant negative effect, it means that if the use of smartphone addiction is high, then the level of communication skills with peers is low and vice versa. This means that the use of smartphone addiction affects the level of communication skills of peers. There is a negative influence of smartphone addiction on communication skills with peers. This is proven by r-count (-0.7118) < r-table (0.159) at a significant level of 5%. This means explaining that the parameters obtained from the population reflect the state of the population.
The results of this study are in line with the results of research conducted by Rahmadani, et.al. (2019) which found the results of tcount < ttable, namely 15.64 > 1.668, then Ha was accepted and H0 was rejected. So it can be concluded that the X variable has a significant influence on the Y variable. From the test results, it has been proven that "There is a significant negative relationship between the intensity of smartphone use and peers' social interaction in class X SMA Negeri 14 Bandar Lampung". Thus, it is found that the relationship that occurs is also valid for the population. This study also shows students who have a high intensity of smartphone use, namely students who can control smartphone use, have a lot of busyness or activities in the school environment and the community, can prioritize activities that are important or not, able to control behavior, able to respect opponents, talk or other people, and interact directly well. Similar research is also described in a study conducted by Lioni, et.al. (2014), about the effect of using gadgets on students on social interaction. Where his research revealed that there was a negative influence on the effect of using gadgets on social interaction among students at SMP Negeri 29 Bandar Lampung. So, the higher the use of smartphones, the lower the social interaction of students at SMP Negeri 29 Bandar Lampung, and vice versa the lower the use of smartphones, the higher the interaction at SMP Negeri 29 Bandar Lampung. According to research by Williams & Sawyer, 2011in Jocom (2013, it is stated that smartphones are more dominant in society, especially among today's teenagers, because in terms of the features that are presented, they can meet the interests of the wearer in every activity and many can be done in one hand. One of them is to notify the closest person or communicate indirectly. Based on the research results of MTs students Nurul Hikmah Aek Gerger Sidodadi have the results that most smartphone users are in the highest category which causes the social interaction of their peers to be low. With the high influence of smartphone addiction, students are lazy to communicate directly (face to face) and prefer to pay attention to their gadgets such as playing online games, communicating through social media, existing in cyberspace, streaming YouTube, and so on. For now, smartphones have become very important compared to people around them, so they are more interested in their smartphones and tend to be insensitive to their surroundings.

CONCLUSION
Based on the presentation of the results and findings above, it is known that there is a significant negative relationship between the influence of smartphone addiction and peer communication skills, this is based on the results of the analysis using the product-moment technique which obtained the value of rcount = -0.7118 < rtable = 0.159. In conclusion, the higher the use of smartphones, the lower the ability to communicate with peers students, and vice versa the lower the use of smartphones, the higher the ability to communicate with peers students.