JEJAK WAKTU PENGGUNAAN GADGET ANAK PRASEKOLAH (DATA 2017) DAN DAMPAKNYA TERHADAP GANGGUAN PERILAKU-EMOSIONAL: INTERPRETASI DALAM KONTEKS BUKTI TERKINI
DOI:
https://doi.org/10.38165/jk.v16i2.455Keywords:
gadget, preschool children, emotional behavior, overstimulation, screen exprosureAbstract
Gadget use among preschoolers has risen sharply since before the pandemic and may affect behavioural and emotional development. This study aimed to examine the association between gadget use among preschool children (2017 data) and behavioural–emotional disorders, interpreted using recent evidence. A cross-sectional analytic design was applied to 47 preschoolers in Depok, Yogyakarta. The Strengths and Difficulties Questionnaire (SDQ) assessed behavioural–emotional problems, and a validated gadget-use questionnaire measured exposure frequency. Data were analysed using bivariate tests and logistic regression. Results showed that 85% of children actively used gadgets and 87% displayed behavioural–emotional difficulties. Gadget use was significantly associated with emotional problems (p=0.042; OR=17.33; 95% CI: 1.39–216.60) and prosocial aspects (p=0.012), but not with hyperactivity, peer relationships, or conduct problems. Early digital exposure may disrupt emotional regulation through sensory overstimulation, reduced social interaction, and compulsive usage patterns. Although derived from pre-pandemic data, the findings remain relevant as a baseline for understanding long-term digital impacts on emotional well-being. Strengthening parental supervision and child digital literacy is crucial to mitigate negative outcomes.
Abstrak
Penggunaan gadget pada anak prasekolah meningkat pesat sejak sebelum pandemi dan berpotensi memengaruhi perkembangan perilaku serta emosi. Penelitian ini bertujuan menilai hubungan antara penggunaan gadget pada anak prasekolah (data 2017) dengan gangguan perilaku dan emosional, serta menginterpretasikannya menggunakan bukti terkini . Desain penelitian adalah cross-sectional analytic pada 42 anak prasekolah di Depok dengan total sampling, Yogyakarta. Instrumen yang digunakan yaitu Strengths and Difficulties Questionnaire (SDQ) untuk menilai gangguan perilaku-emosional dan kuesioner penggunaan gadget yang telah diuji reliabilitasnya. Analisis data dilakukan dengan uji bivariat dan regresi logistik. Hasil menunjukkan 85% anak menggunakan gadget secara aktif dan 87% mengalami gangguan perilaku-emosional. Terdapat hubungan bermakna antara penggunaan gadget dan gangguan emosional (p=0,042; OR=17,33; 95% CI: 1,39–216,60) serta aspek prososial (p=0,012), namun tidak signifikan pada aspek hiperaktif, hubungan teman sebaya, dan perilaku conduct. Paparan digital dini dapat mengganggu regulasi emosi melalui mekanisme overstimulasi sensorik, penurunan interaksi sosial, dan pola penggunaan kompulsif. Hasil ini menunjukkan bahwa meskipun data berasal dari pra-pandemi, dampak penggunaan gadget terhadap kesejahteraan emosional anak tetap relevan untuk konteks saat ini. Upaya pengawasan orang tua dan edukasi literasi digital anak perlu diperkuat untuk mencegah dampak negatif jangka panjang.
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