Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial

Ria Novianti; Meyke Garzia

doi:10.31004/obsesi.v4i2.490

Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial

Ria Novianti⁽¹⁾, Meyke Garzia⁽²⁾,
(1) Program Studi Pendidikan Anak Usia Dini Universitas Riau, Indonesia
(2) Program Studi Pendidikan Anak Usia Dini Universitas Ngeri Jakarta, Indonesia

Corresponding Author
Copyright (c) 2020 Ria Novianti, Meyke Garzia

DOI : https://doi.org/10.31004/obsesi.v4i2.490

Full Text:

Language : ID
Submitted : 2020-03-03
Published : 2020-03-22

Abstract

Generasi abad ke-21 merupakan pengguna teknologi lebih banyak daripada generasi masa lalu. Tujuan penelitian ini untuk mengetahui bagaimana orang tua di era milenial mendampingi penggunaan gadget pada anak. Responden berjumlah 254 orang tua anak (berusia 2-7 tahun) di Kota Pekanbaru. Penelitian ini menggunakan metode survey dengan pendekatan statistik deksriptif. Teknik analisis data menyajikan tabel dan grafik. Secara keseluruhan hasil penelitian menunjukkan 40% anak mengamuk jika tidak diberikan gadget. Kondisi ini memperlihatkan ketergantungan anak terhadap gadget yang cukup tinggi. Sedangkan tujuan Ayah/Bunda memberikan gadget pada anak didapatkan persentase sebesar 22% supaya anak lebih pintar, 21% agar anak tidak rewel, sedangkan terbanyak lain-lain sebesar 34%. Tujuan orang tua memberikan gadget pada dasarnya positif, yakni ingin anak mendapatkan manfaat dari teknologi, namun harus dibarengi dengan aturan yang jelas untuk mengurangi dampak negatifnya. Dengan demikian, penting untuk memahami penggunaan teknologi bagi perkembangan otak dan tubuh anak dengan panduan kebijakan penggunaan yang aman dan efektif.

Keywords

peran orang tua; milenial; gadget; anak usia dini

References

Aarseth, E., Bean, A. M., Boonen, H., Carras, M. C., Coulson, M., Das, D., … Van Rooij, A. J. (2017). Scholars’ open debate paper on the world health organization ICD-11 gaming disorder proposal. Journal of Behavioral Addictions, Vol. 6, pp. 267–270. https://doi.org/10.1556/2006.5.2016.088

Afifi, T. D., Zamanzadeh, N., Harrison, K., & Acevedo Callejas, M. (2018). WIRED: The impact of media and technology use on stress (cortisol) and inflammation (interleukin IL-6) in fast paced families. Computers in Human Behavior, 81, 265–273. https://doi.org/10.1016/j.chb.2017.12.010

Al-Ayouby, M. H. (2017). Dampak Penggunaan Gadget pada Anak Usia Dini. Chemosphere, 7(1), 13–19. https://doi.org/10.1016/j.jenvman.2018.01.013

Bach, M. P., Zoroja, J., & Vukšić, V. B. (2013). Determinants of Firms’ Digital Divide: A Review of Recent Research. Procedia Technology, 9, 120–128. https://doi.org/10.1016/j.protcy.2013.12.013

Byeon, H., & Hong, S. (2015). Relationship between television viewing and language delay in toddlers: Evidence from a Korea national cross-sectional survey. PLoS ONE, 10(3). https://doi.org/10.1371/journal.pone.0120663

Davie, M., & Firth, A. (2019). The health impacts of screen time: a guide for clinicians and parents. In Royal College of Paediatrics and Child Health. Retrieved from https://www.rcpch.ac.uk/sites/default/files/2018-12/rcpch_screen_time_guide_-_final.pdf

Dworak, M., Schierl, T., Bruns, T., & Strüder, H. K. (2007). Impact of singular excessive computer game and television exposure on sleep patterns and memory performance of school-aged children. Pediatrics, 120(5), 978–985. https://doi.org/10.1542/peds.2007-0476

Gottschalk, F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition and well-being. OECD Education Working Papers, (195). https://doi.org/http://dx.doi.org/10.1787/8296464e-en

Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66–78. https://doi.org/10.1037/a0034857

Hudon, T. M., Fennell, C. T., & Hoftyzer, M. (2013). Quality not quantity of television viewing is associated with bilingual toddlers’ vocabulary scores. Infant Behavior and Development, 36(2), 245–254. https://doi.org/10.1016/j.infbeh.2013.01.010

Indah Rahmayani. (2015). Indonesia Raksasa Teknologi Digital Asia. Retrieved from KOMINFO website: https://kominfo.go.id/content/detail/6095/indonesia-raksasa-teknologi-digital-asia/0/sorotan_media

Jusoff, K., & Sahimi, N. N. (2009). Television and Media Literacy in Young Children: Issues and Effects in Early Childhood. International Education Studies, 2(3), 151–157. https://doi.org/10.5539/ies.v2n3p151

Kardefelt-Winther, D. (2017). Conceptualizing Internet use disorders: Addiction or coping process? Psychiatry and Clinical Neurosciences, 71(7), 459–466. https://doi.org/10.1111/pcn.12413

Kerjasama Kementerian Pemberdayaan Perempuan dan perlindungan Anak dengan Badan Pusat Statistik. (2018). Profil Anak Indonesia (p. 378). p. 378.

M, S. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01). https://doi.org/10.4172/2167-1044.1000296

Nugraha, A., Izah, N., Nurul Hidayah, S., Zulfiana, E., & Qudriani, M. (2019). The effect of gadget on speech development of toddlers. Journal of Physics: Conference Series, 1175(1), 12203. https://doi.org/10.1088/1742-6596/1175/1/012203

Pempek, T. A., Kirkorian, H. L., & Anderson, D. R. (2014). The effects of background television on the quantity and quality of child-directed speech by parents. Journal of Children and Media, 8(3), 211–222. https://doi.org/10.1080/17482798.2014.920715

PISA. (2015). Results (Volume III): Students’ Well-Being. OECD Publishing.

Ponti, M., Bélanger, S., Grimes, R., Heard, J., Johnson, M., Moreau, E., … Williams, R. (2017). Screen time and young children: Promoting health and development in a digital world. Paediatrics and Child Health (Canada), Vol. 22, pp. 461–477. https://doi.org/10.1093/pch/pxx123

Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital-Screen Use and the Mental Well-Being of Adolescents. Psychological Science, 28(2), 204–215. https://doi.org/10.1177/0956797616678438

Putri, Z., Yoestara, M., Idami, Z., & Keumala, M. (2018). The Portrait of English Teacher in Pidie District. Jurnal Serambi Akademica, 6(1), 38–48.

Ra, C. K., Cho, J., Stone, M. D., De La Cerda, J., Goldenson, N. I., Moroney, E., … Leventhal, A. M. (2018). Association of digital media use with subsequent symptoms of attention-deficit/hyperactivity disorder among adolescents. JAMA - Journal of the American Medical Association, 320(3), 255–263. https://doi.org/10.1001/jama.2018.8931

Rahmat, N. N., Munawir, A., & Bukhori, S. (2017). Duration of Gadget Usage Affects Eye Fatigue in Students Aged 16-18 Years. Health Notions, 1(4), 335–340.

Rankin, J. L. (2005). Parenting experts: Their advice, the research, and getting it right. Praeger Publishers/Greenwood Publishing Group.

Rideout, V. (2007). Parents, Children & Media: A Kaiser Family Foundation Survey. In Henry J. Kaiser Family Foundation. Retrieved from ERIC website: http://eric.ed.gov/?id=ED542901

Rideout, V. J., Vandewater, E. A., & Wartella, E. A. (2003). Zero to Six Electronic media in the lives of infants, toddlers and preschoolers. Kaiser Family Foundation, 1–40.

Roberts, D. F., & Foehr, U. G. (2015). Kids and media in America. In Kids and Media in America. https://doi.org/10.1017/CBO9781139165112

Rowan, C. (2013). The impact of technology on child sensory and motor development. Retrieved March, 10, 2017.

Ruangdaraganon, N., Chuthapisith, J., Mo-suwan, L., Kriweradechachai, S., Udomsubpayakul, U., & Choprapawon, C. (2009). Television viewing in Thai infants and toddlers: Impacts to language development and parental perceptions. BMC Pediatrics, 9(1), 34. https://doi.org/10.1186/1471-2431-9-34

Siegler, R. S., & Alibali, M. W. (2005). Information-processing theories of development. Children’s Thinking, 65–106.

Sugiyono. (2017). Statistika untuk Penelitian. Bandung: Alfabeta.

Vittrup, B. (2009). What Us Parents Don’t Know About Their Children’s Television Use. Journal of Children and Media, 3(1), 51–67. https://doi.org/10.1080/17482790802576972