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Social media has become an integral part of Generation Z's life, including elementary school students, who are known as the tech-savvy generation. This study aims to examine Generation Z students' perceptions of the influence of social media on their academic behavior and learning concentration through a literature study approach. Data were collected from various current literature sources and analyzed using thematic analysis methods. The results of the study indicate that social media has a dual impact: platforms such as YouTube and educational applications such as Kahoot increase motivation and access to learning resources, but uncontrolled use causes distraction, procrastination, and decreased learning concentration. The characteristics of Generation Z, such as dependence on technology and the need for digital existence, strengthen the influence of social media on their academic behavior. Therefore, a balanced educational approach is needed to maximize the benefits of social media while minimizing its negative impacts. This study provides insight for educators and parents in managing the use of social media wisely.

Learning media has three roles, namely as a communicative role, an attention grabber (purposeful role), and a memory/storage role (recording role). (2008) Maheasy et al. The role of more than educational communication is a medium for spreading messages in the process related to learning, increasing student attention or conveying messages that want to be conveyed in each subject. Before the learning process, teachers can create a learning atmosphere to be extraordinary by using teaching materials creatively, innovatively and diversely, such as learning occurs by optimizing the process and as a form of learning success. Another thing in carrying out their duties as educators, teachers must base their steps on religious teachings, as the word of Allah SWT. in Surah An-Nahl verse 44 "that the Qur'an is sent down for you to explain to humans what has been revealed to them and for them to reflect on it".  

In the modern era of education, the focus of learning has shifted from teacher orientation to student orientation. As educators, it is important to design learning methods that are in accordance with technological developments. Today, learning that is too teacher-centered and theoretical tends to reduce student interest. Therefore, the use of audio-visual media such as learning videos can increase student engagement, provide deep meaning, and arouse high enthusiasm for learning. This study aims to 1) explain the level of student enthusiasm when using audio-visual learning media, and 2) evaluate the impact and interest of students on audio-visual based learning media in the learning process. This research was conducted at Madrasah Ibtidaiyah Ibn Aqil Pekanbaru. This research is a descriptive qualitative research that uses data collection methods in the form of direct observation, interviews, and literature studies. Research findings show that lecture-dominated learning tends to make learners lose interest and focus on themselves. The results of the study showed that 1) when students were introduced to the use of audio-visual media such as learning videos, most of them felt very enthusiastic and excited in following the learning process, while only one student showed less interest. 2) Thus, it can be concluded that the use of audio-visual learning media can increase student enthusiasm at the elementary school level.

Learning is the core of the educational process. In it there is interaction between various components, namely teachers, students and learning materials or learning resources. The interaction between these three main components involves facilities and infrastructure such as methods, media and the arrangement of the learning environment so as to create a learning process that allows the planned goals to be achieved. This research aims to determine the planning and implementation of Islamic Religious Education learning at Elementary School 1 Padang Panjang Barat. This type of research is qualitative research. With a descriptive qualitative method using data collection methods in the form of observation, interviews and documentation. Next, to test the validity of the data, researchers used triangulation techniques. Then, to analyze the data, researchers divided it into four components, including: data collection, data reduction, data presentation, and conclusions. The results of the research show that Islamic Religious Education Learning at Elementary School 1 Padang Panjang Before carrying out Islamic religious education learning, the teacher or educator begins by creating teaching modules and lesson boundaries. There are three learning activities carried out, namely: the teacher saying hello and prayer, student attendance and conveying the learning objectives for the preliminary activities, the teacher's core activity begins by explaining Islamic Religious Education material, and the final/closing activity begins with the students together making conclusions and the teacher giving questions and answers to the students one by one individually. random as material for evaluation and assessment of the learning of the meeting and ended with a joint prayer.