THE IMPACT OF EXCESSIVE SCREEN TIME ON THE DEVELOPMENT OF CRITICAL THINKING IN MATHEMATICS EDUCATION STUDENTS IN INDONESIA
Keywords:
Screen Time, Critical Thinking, Mathematics Education, Digital Distractions, StudentAbstract
Digital screens are an important part of higher education, but their use is not properly managed, but their use can disrupt the cognitive conditions needed for critical thinking. This integrative literature review examines the impact of excessive screen time on the development of critical thinking in mathematics education students in Indonesia. A total of 32 scientific and authoritative sources, most of which were published in 2015-2026, were synthesized with a focus on screen duration, problematic smartphone use, media multitasking, attention, self-regulation, academic performance, and critical thinking learning. Evidence suggests that screen exposure is not intrinsically harmful; greater risks are related to non-academic multitasking, compulsive device checking habits, device isolation, late night use, and replacement of deep learning or sleep time. Meta-analysis and experimental findings show a small academic negative association as well as a plausible mechanism through attention neglect, reduced available working memory capacity, and fragmented learning. The use of digital for problem-solving and information evaluation can support learning. Evidence from Indonesia confirms the existence of relevant issues related to smartphone use and critical thinking challenges, although direct causal research in mathematics education is still limited. Further research needs to combine objective device usage logs with validated math-specific critical thinking measures
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