HUBUNGAN INTENSITAS BERMAIN VIDEO GAME DENGAN PERKEMBANGAN EMOSIONAL ANAK USIA SEKOLAH DASAR
The Relationship between Video Gaming Intensity and Emotional Development among Elementary School-Aged Children
DOI:
https://doi.org/10.32584/jpi.v7i2.1302Abstract
Di masa pandemi virus corona, karantina diterapkan sebagai pedoman penting untuk
pencegahan penyakit di berbagai negara. Terlepas dari manfaatnya, karantina juga
menimbulkan komplikasi dan permasalahan. Dengan adanya pandemi COVID-19, terdapat
kebijakan berupa penutupan sekolah dan penghentian sementara interaksi belajar tatap
muka atau pembelajaran luring. Hal ini menyebabkan anak-anak dan remaja memiliki
waktu senggang dalam jadwal pembelajaran dan kehidupan sosial mereka. Anak-anak dan
remaja mengisi waktu senggang mereka dengan bermain video game. Situasi ini membuat
intensitas dan waktu yang dihabiskan anak-anak di media sosial dan video game semakin
meningkat. Namun, sedikit yang diketahui tentang hubungan antara perkembangan
emosional dan waktu yang cenderung dihabiskan anak-anak untuk bermain video game.
Oleh sebab itu, makalah ini memiliki tujuan untuk mengetahui hubungan antara intensitas
bermain video game dengan perkembangan emosional pada anak usia sekolah dasar.
Adapaun metode penelitian yang diterapkan dalam penelitian ini yaitu metode deskriptif
dengan studi korelasi serta menggunakan pendekatan cross-sectional. Populasi dalam
penelitian ini adalah siswa kelas 4-6 yang bermain video game baik secara online maupun
offline. Penelitian ini menggunakan total sampling dengan 163 responden. Berdasarkan
analisis data yang menggunakan uji Spearmen-rho didapatkan hasil bahwa terdapat
hubungan antara intensitas bermain video game dengan perkembangan emosional anak
usia sekolah dasar. Di sisi lain, mayoritas anak yang bermain video game adalah anak laki-
laki di kelas 5 yang umumnya berusia 11 tahun. Berdasarkan hasil penelitian ini, diharapkan
orang tua dapat meningkatkan pengawasan dan kesadarannya terhadap anak-anak yang
bermain video game terutama terhadap dampak negatif yang ditimbulkan dari video game
Kata Kunci : Intensitas Bermain Video game, Perkembangan Emosional, Anak Usia
Sekolah Dasar
Abstract
During the Coronavirus pandemic, quarantine is applied as an important guideline for disease prevention in various
countries. Despite its benefits, quarantine may also cause complications and problems. Due to the COVID-19
pandemic, policies concerning school closures and temporary suspension of face-to-face learning interactions or
offline learning are made. As a result, children and adolescents have more leisure time in their learning schedules
and social lives; many of them fill their spare time by playing video games. Such a situation increases the intensity
and time that children spend on social media and video gaming. However, little is known about the relationship
between emotional development and the time that children spend for video gaming. Therefore, this study aimed to
determine the relationship between video gaming intensity and emotional development among elementary school-
aged children. This research used a descriptive method with a correlational design and a cross-sectional approach.
The population was students of grade 4 to 6 who played video games both online and offline. As many as 163 students
were recruited using a total sampling technique. The results of the data analysis using the Spearmen-rho test found
a relationship between video gaming intensity and emotional development among elementary school-aged children.
The majority of children playing video games were the fifth grade boys who were generally 11 years old. Based on
Jurnal Perawat Indonesia, Volume 7 No 2, Hal 1-7, Mei 2022 e-ISSN2 548-7051
Persatuan Perawat Nasional Indonesia Jawa Tengah p-ISSN 2714-6502
23
the results of this study, it is expected that parents increase their supervision and awareness of children playing video
games, especially on the negative impacts of video games.
Keywords: Video Gaming Intensity, Emotional Development, Elementary School-Aged Children
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License.
