Analisis Penyebab Keaktifan dan ketidak Aktifan Siswa dalam Pembelajaran dikelas ditinjau dari penggunaan Teknologi dan Interaksi antara Guru dan Siswa

This study aims to analyze the factors underlying student activeness and inactiveness in classroomlearningintermsof technology use and teacher-student interaction, and to determine which factor is more dominant. Aquantitativeapproach with an associative-comparative design and a survey method was employed. The sample consistedof 55seventh- and eighth-grade students of SMP Negeri 3 Hiliserangkai, selected through total sampling. Datawerecollected using a 1–5 Likert-scale questionnaire and observation, and analyzed using descriptive statistics, multiplelinear regression, Pearson correlation, moderated regression, and dominance analysis. The results showthattechnology use and teacher-student interaction each have a positive and significant effect on student activeness andanegative and significant effect on student inactiveness. The two factors are positively correlated (r =0.512), andteacher-student interaction strengthens the effect of technology use on student activeness. Together, the twofactorsexplain 62.4% of the variance in activeness and 51.8% of the variance in inactiveness, with technology use beingthemore dominant factor. These findings suggest that increasing student activeness requires optimizinglearningtechnology while strengthening teacher-student interaction