The Use of Gadget for Science Students of Semarang State University in the Millenial Era

Article history: Received: 13 December 2018 Received in revised form: 27 March 2019 Accepted: 15 April 2019 Available online: 21 May 2019


Introduction
The field of technology and information in the 21st Century has experienced rapid development. The existence of the internet makes it easier for people to obtain information makes people dependent on using technology in most their time. The millennial generation is a term for generations who was born in the 1980s to 2000 and familiar with digital technology. Both of these are interrelated, given the digital technology that continues to grow rapidly and closely related to our daily lives (Wahono, 2018). A millennial generation has been (and continues to be) greatly shaped by the technological advances present during their childhood, college career, and into the workplace (Gibson & Sodeman, 2014). The information available on the internet can be easily accessed by the public by using electronic gadgets such as smartphones, computers, laptops, tablets, and others (Izzati, 2015). The use of gadgets or tools that can easily be connected to the internet has increased from time to time.
People today enjoy new freedoms in space and time that allow them to carry out activities and interact with other people using ICT devices and cellphone use throughout the world continues to show significant growth (Christin et al., 2014). According to Townsend (2000) Cell phone use significantly affects human life and social relations, and provides the possibility of conducting activities and interactions in new ways, which results in spatial improvements.
Currently, around 45 million people or users or gadgets the internet, of which nine million use cellphones to access the internet. Whereas in 2001, there were only half a million internet users in Indonesia. This number is increasing because of the more easily available and affordable prices of smartphones (Sanjaya & Wibhowo, 2011 The use of gadgets makes people have new freedom in space and time that allows them to obtain information, carry out activities and interact with others in practical ways without wasting energy and material. The convenience offered by gadgets with all superior applications such as social media that can cut the distance and disseminate information, make gadgets an inseparable part of daily human activities (Izzati, 2015). The existence of gadgets often makes humans difficult to control the time such as forgetting that he had wasted his time operating the gadget. Users of this gadget use their gadgets whenever and wherever they pleased. In developing countries, Smartphone can easily compensate for the limited access of internet and data access, which in turn help their infrastructure and education development (Sarwar, 2013). Four main factors were found to have a significant impact on ICT and electronic gadget among student; these are motivation, acceptance, usability, and motivation (Saruji et al., 2017). The university student population has been regarded as one of the most susceptible to developing Internet addiction among all demographic groups of Internet users (Yeap et al., 2015).
Many students use most of their time to use their gadgets, both for communication with friends, business activities, watching movies, and looking for various references. Herein lies the importance of instilling a self-regulated attitude so that wise students use gadgets not only gadgets are not just to display self-existence, prestige, or join in with fashion modes but can be a supporting tool in the learning process (Yulanda, 2017). In general, technology (gadget) has become an inseparable part of one's life; efforts are needed to increase awareness, knowledge, and skills to keep using the internet smartly through its gadgets (Lestari et al., 2016). The usage intensity of gadgets for students needs to be integrated with the application of education in learning activities. So, they do not fall into negative things in cyberspace. The use of technology enhanced gadgets can aid in the creation of attractive and cooperative lessons that promote meaningful learning (Gonzalez-acevedo, 2016).
Technology is useful and easy to be applied in teaching and learning, but there are negative impacts. The negative impacts caused by the technology include: (a) students tend to be engrossed in gadgets or the internet so that the absorption of knowledge delivered is very low; (b) students easily access articles or sites that related to SARA (Ethnicity, religion, race and inter-group relations), pornography, and violence; (c) the easiness of plagiarism so that students do not seriously improve competence; and (d) ease in transacting prohibited goods.
The negative impact causes social changes for students toward the school environment. The rise of brawls, SARA, and crime could be due to the ease of getting information from the internet (Abdulmajid & Setiadi, 2015). These problems are a big challenge in the world of education to include technology in learning activities. More and more students are using Android smartphones, but not necessarily in the use of the media, it is also used to access educational information (Juraman, 2014

Research Methods
The approach of this research is qualitative. The aim qualitative research is to find a deep understanding of a phenomenon, facts, and reality, problems, and events that can be understood if the researcher if the researcher conducted in depth analysis and it is not only limited to the surface view, these are the characteristic of qualitative research. This study uses a descriptive method with the aim of describing current events and tries to analyze how the use of gadgets among Semarang State University students who will become prospective educators. The implementation of qualitative research does not use samples as a representative part of the population so that a large number of informants does not become a benchmark. The selection of informants by using purposive sampling where the selected informants can represent information deeply and ability to provide complete data. The steps to obtain data in the field are carried out by 1) in-depth interviews with several informants taken randomly from Semarang State University students who are active in communicating on social media such as Whatsapp through smartphones; 2) Distribution of questionnaires to 80 Semarang State University Science Education Students to find out the use of gadgets by students.

Result and Discussion
In this study, there are five indicators of gadgets related to gadgets that were used which included: 1) Ownership of gadgets and connections, 2) Utilization of gadgets, 3) Dependence of gadgets, 4) E-learning platform 5) Gadget Influence.

65
According to Bhatkal and Kale (2014), Now in the world, the internet is the most important thing and up to 99% of people have mobile gadgets. Based on the table above, as many as 100% of respondents know gadgets and as many as 43.75% use gadgets since junior high school. This is by the opinion of Rozalia (2017), which states that gadget users in Indonesia are not only adults, but even elementary school students are already good at using gadgets. Based on a survey conducted by the Central Statistics Agency (BPS) in collaboration with the Indonesian Internet Service Providers Association (APJJII), noted that the percentage of smartphone ownership is 50.08%, this reinforces the results of the study of 65% of respondents using mobile gadgets and accessing the internet via Wifi and data plan.
According to Wahono (2018) as users of communication devices, we are required to be literate towards the digital world. Literacy in the sense of understanding, evaluating and making things (can become producers, not just consumers).

Indicators
Several Students (%) The Level of frequency in using the gadget in doing tasks.

92,5
Communication through social media. 73,25 The presumption of the gadget is very helpful.

96,25
In this study, the subjects of the study were prospective student educators. Based on the results of the questionnaire in the table above, 73.75% of the use of gadgets among students is only to access social media. Every human activity in the whole world can be reached through social media, such as Instagram, Facebook, Twitter, and so on. The use of social media is without the boundaries of space, cost, time, age, ethnicity, culture, and religion (Maryulis, 2014;Panjaitan & Prasetya, 2017). Social media is having a major impact on the personality development of millennials (Kavitha & Bhuvaneswari, 2016). As many as 92.5% of respondents stated that they often use gadgets when they did their assignments. With this habit, as many as 96.25% of respondents felt that gadgets were very helpful for respondents in completing lecture assignments and lecture material.
The development of information technology also influenced the change of life style of adolescent (Rahmawati et al., 2018). Based on interviews with several respondents, respondents used gadgets to search for lecture material that was not understood, sought journal references and read several articles related to the development of the world of education. Based on the result of Juraman's research (2014), Android smartphone is not only as a communication tool, but also as a media for students to improve their learning while lecturing is occur happening. Internet technology not only makes it easy for us to get the latest information but also provides an opportunity for us to be able to work (Wahono, 2018).
According to Dasharatham & Prasad (2018) doing things quickly and perfectly is the most implementing psychic nature of students and teachers in learning and teaching using gadgets. Table 3. Dependence of gadgets Aspects

Indicators Several Students (%)
Using Gadget all day. 67,5 Using gadget more than 3 hours per day. 95 Always bring the gadget to the campus. 92,5 Presumption of 75% of students thinks that gadget is very helpful in life.

5,5 kata
Millennials are a unique generation, and different from other generations. This is much influenced by the emergence of smartphones, the spread of the internet, and the emergence of social media networks (Sutijono & Farid, 2018). These three things affect the mindset, values, and behavior that are obeyed (Nahriyah, 2017). According to Kilber et al., (2014)  show that as many as 67.5% of respondents use gadgets at any time and 95% of respondents use gadgets more than 3 hours each day. This is supported reinforced by the results of a questionnaire calculation which shows that as many as 57.5% of respondents feel that 75% of gadgets are very important in their lives. Gadgets as the most desirable technology certainly have very positive impacts such as easiness of communication, ease of access to information and more of the many benefits of using gadgets, if it is not wise to use it, gadgets can cause harm especially for children who are still in school-age such as disruption of physical and psychological development and changes in children's behavior (Yulanda, 2017). The research finding of Mamatha et al., (2016) shows that more gadget users have the high emotional maturity and slightly higher thinking skills.

Indicators Several students (%)
Students who have been using an education platform in the learning process.

100
The assumption of using an education platform makes the learning process easier and efficient.

85
Students who have used Edmodo. 93,75 Students who have used Moodle.

18,75
Students who have used Schoology 7,5 Website-based media is a part of the life of modern society, including students (Sutijono & Farid, 2018). The students are no stranger to internet media. They often use internet media to communicate, find sources of learning, play, watch videos, listen to music, shop online, etc. (Kraus et al., 2010). Based on table 4, 92.5% of respondents always carry their gadgets while they on campus. According to Yulanda (2017), education is one way to control the use of gadgets by students to be useful and have positive goals in the teaching and learning process.
The use of gadget-based learning models can be used as a learning strategy to better attract the attention of students. An electronic media can make students active in learning, for example, they are more active using the internet to search the materials. According to Azizah et al., (2017), the use of e-learning technology and designs can be used effectively to improve the results of student's learning.
According to Suana et al., (2017) one form of integrating the internet in the learning process is e-learning. Implementing e-learning in science learning using problem learning models can improve students' ICT literature (Eliana et al., 2016). The e-learning platform is an application that can connect to teachers and students in the online study room. E-learning was created to overcome the limitations between teachers and students, especially regarding space and time (Tigowati et al., 2017). E-learning as the media of information, besides it is free in design, it can also display an interactive information than using a conventional paper (Nurhayati, 2013).
Based on the results of the study as many as 100% of respondents stated that there are courses that have involved gadgets in lectures through e-learning. 85% of respondents agreed that lectures felt easier, more efficient and practical with the existence of learning that utilizes gadgets in lectures. E-Learning focuses on the efficiency of the teaching and learning process.
The use of the E-learning learning model will make it easier for students to access teaching materials, discuss with friends, and ask the instructors whenever and wherever. Not only that, but the instructor can also add a reference to teaching materials that can be uploaded on the internet so that students can also add their insight, and will greatly facilitate the instructor to carry out supervision in mastering student material. Students who are prospective educators who are subjects in this study are familiar with several e-learning platforms. The percentage of e-learning platforms that are already known to prospective educators from the most widely known is Edmodo at 93.75%, moodle applications at 18.75% and only 7.5% of students who are familiar with the Schoology application.  (Subramanian & Rajesh, 2015).
Students also described that, it is good when the application of learning models collaborating face-to-face learning and online learning by using gadgets. It is to support the abstract material. The e-learning platform called Edmodo has already known by Integrated Science Education students at Semarang State University as the teacher candidates of millennial generation, but in lecturing activities, there are no subjects at the time that collaborating e-learning platforms with face-to-face learning.

Conclusion
The intensity of gadget utilization by Semarang State University integrated science students in the millennial era is classified as frequently used with evidence that 92.5% of respondents stated that they often use gadgets in their daily lives. Semarang State University integrated of integrted science education students as millennials use gadgets for social media and look for information related to lecture material. Students of the Semarang State University integrated of science education department as prospective educators already have an attitude of self-management in the use of gadgets not only to use gadgets for social media but also in reference to lecture material references. Students also elaborate that, it is students were excited when the application of learning models collaborating face-to-face learning and online learning by using gadgets, it is to support the abstract material.