PENGARUH PENGGUNAAN GADGET TERHADAP KETERAMPILAN SOSIAL SISWA KELAS V DI SD NEGRI PASIRPANJANG
Abstract
This study aims to examine the effect of gadget usage on the social skills of fifth grade students at SD Negeri Pasirpanjang. The rapid development of digital technology has increased the accessibility and intensity of gadget use among elementary school students in daily life. Excessive gadget usage is assumed to reduce direct social interaction and influence students’ abilities in communication, cooperation, empathy, and social responsibility. This research employed a quantitative approach using a survey method. The population of this study consisted of all fifth grade students at SD Negeri Pasirpanjang, while the sample was selected through a simple random sampling technique. Data were collected using questionnaires that measured gadget usage intensity and students’ social skills. The data were analyzed using descriptive statistics and inferential statistical analysis to determine the effect of gadget usage on students’ social skills. The results showed that gadget usage had a significant effect on the social skills of fifth grade students at SD Negeri Pasirpanjang. Students with higher gadget usage intensity tended to demonstrate lower levels of social skills, especially in face to face communication and peer interaction. These findings indicate that uncontrolled gadget usage may negatively affect students’ social development at the elementary school level. Therefore, cooperation between teachers and parents is strongly needed to supervise, guide, and control students’ gadget usage. Proper supervision and guidance are expected to help students use gadgets wisely while maintaining healthy social interactions and balanced social development. This study provides practical implications for educational policy and classroom social practice.
References
Ezquerro, L., Coimbra, R., Bauluz, B., Núñez-Lahuerta, C., Román-Berdiel, T., & Moreno-Azanza, M. (2024). Large dinosaur egg accumulations and their significance for understanding nesting behaviour. Geoscience Frontiers, 15(5). https://doi.org/10.1016/j.gsf.2024.101872
Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., & Khan, Q. R. (2024). Artificial intelligence and social media on academic performance and mental well-being: Student perceptions of positive impact in the age of smart learning. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29523
Zhang, W., Xu, M., Feng, Y., Mao, Z., & Yan, Z. (2024). The Effect of Procrastination on Physical Exercise among College Students—The Chain Effect of Exercise Commitment and Action Control. International Journal of Mental Health Promotion, 26(8), 611–622. https://doi.org/10.32604/ijmhp.2024.052730
Hwang, H. S., & Jeong, S. H. (2016). This is a smartphone, not a baby toy: The effects of smartphone addiction on children’s social development. Journal of Child and Family Studies, 25(2), 1–9.
https://doi.org/10.1007/s10826-015-0266-8
Ihm, J. (2018). Social implications of children’s smartphone usage: A systematic review. Computers in Human Behavior, 87, 1–11.
https://doi.org/10.1016/j.chb.2018.05.027
Panjeti-Madan, V. N., & Ranganathan, P. (2018). Impact of screen time on children’s socio-emotional development: A systematic review. Journal of Early Childhood Research, 16(3), 1–14.
https://doi.org/10.1177/1476718X18784718
Przepiorka, A., Blachnio, A., & Diaz-Morales, J. F. (2019). Problematic smartphone use and social anxiety: The mediating role of social skills. Computers in Human Behavior, 99, 1–7.
https://doi.org/10.1016/j.chb.2019.05.006
Santrock, J. W. (2017). Child Development (14th ed.). New York: McGraw-Hill Education.
Sugiyono. (2019). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta.
Suryabrata, S. (2018). Metodologi Penelitian. Jakarta: RajaGrafindo Persada.
