Impact of Digital Media on Character Development and Social Skills Among Primary School Students at Sekolah Indonesia Jeddah

Triastuti Dian Anggraeni; Aprilia Tina Lidyasari; Marwan Marwan; Agus Herwanto

doi:10.35445/alishlah.v17i1.6031

Impact of Digital Media on Character Development and Social Skills Among Primary School Students at Sekolah Indonesia Jeddah

Triastuti Dian Anggraeni, Aprilia Tina Lidyasari, Marwan Marwan, Agus Herwanto

Abstract

The increasing exposure of primary school students to digital media raises concerns about its influence on character development and social skills. This study examines the effects of digital media on students at Sekolah Indonesia Jeddah, focusing on responsibility, empathy, and discipline. Additionally, it explores the role of social-emotional learning (SEL) in mitigating negative effects and enhancing social behaviors. A mixed-method approach was employed, incorporating surveys, interviews, and behavioral observations. Data were collected from primary school students to assess their digital media consumption patterns and their impact on character development and social interactions. Findings reveal a significant relationship between digital media usage and students' character development. Increased screen time was associated with reduced face-to-face interactions, affecting empathy and collaboration. However, structured SEL interventions were found to enhance students’ social skills, promoting responsibility and discipline despite high digital engagement. The study highlights the dual impact of digital media, where excessive usage can hinder interpersonal skills, while controlled exposure, combined with SEL strategies, fosters positive character traits. The integration of SEL into primary education emerges as a key approach to balancing digital consumption and social-emotional development. The findings emphasize the need for a balanced media exposure strategy and SEL integration in primary education to support students' holistic development. Educators and parents should collaborate to regulate media use and implement SEL programs that nurture essential social and emotional competencies.

Keywords

digital media; character development; social-emotional learning

Full Text:

PDF

References

Almethen, A. A., & Alomair, M. A. (2024). The role of age, grade level, and subject area in determining the inclusion of digital citizenship elements in elementary school curricula: Perspectives of teachers in the Kingdom of Saudi Arabia. Heliyon, 10(14), e34597. https://doi.org/10.1016/j.heliyon.2024.e34597

Barney, K. (2024). Commercial timber plantations and community livelihoods: Insights from comparative case studies in southern Laos. Forest Policy and Economics, 158, 103099. https://doi.org/10.1016/j.forpol.2023.103099

Bryson, G., & O’Dwyer, D. (2023). Benefits and challenges of digital pathology use for primary diagnosis in gynaecological practice: a real-life experience. Diagnostic Histopathology, 29(10), 431–441. https://doi.org/10.1016/j.mpdhp.2023.07.001

Dr. Nufiar, M. A. (2022). pengaruh teman sebaya terhadap perilaku peserta didik. JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam, 16(1). https://doi.org/10.58645/jurnalazkia.v16i1.31

Drew, A. L., Rhoades, K. A., Eddy, J. M., Smith Slep, A. M., Kim, T. E., & Currie, C. (2024). What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact. Social and Emotional Learning: Research, Practice, and Policy, 4, 100065. https://doi.org/10.1016/j.sel.2024.100065

Fekson, V. K., Michaeli, T., Rosch, K. S., Schlaggar, B. L., & Horowitz-Kraus, T. (2023). Characterizing different cognitive and neurobiological profiles in a community sample of children using a non-parametric approach: An fMRI study. Developmental Cognitive Neuroscience, 60, 101198. https://doi.org/10.1016/j.dcn.2023.101198

Garner, T. A. (2024). The fundamental frequency: Extending sound perception theory to extended-reality collaborative environments. Computers & Education: X Reality, 5, 100080. https://doi.org/10.1016/j.cexr.2024.100080

Gerbaud, V. (2023). PSE prospective: Paradigm transition towards Complex Thought in a global world under pressure. Computers & Chemical Engineering, 175, 108274. https://doi.org/10.1016/j.compchemeng.2023.108274

Hosozawa, M., Bann, D., Fink, E., Elsden, E., Baba, S., Iso, H., & Patalay, P. (2021). Bullying victimisation in adolescence: prevalence and inequalities by gender, socioeconomic status and academic performance across 71 countries. eClinicalMedicine, 41, 101142. https://doi.org/10.1016/j.eclinm.2021.101142

Khilmiyah, A., & Wiyono, G. (2021). Emotional and social intelligence assessment model for student character reinforcement. International Journal of Educational Management, 35(4), 789–802. https://doi.org/10.1108/IJEM-02-2020-0046

Kosztyán, Z. T., Kiss, D., & Fehérvölgyi, B. (2024). Trade network dynamics in a globalized environment and on the edge of crises. Journal of Cleaner Production, 465, 142699. https://doi.org/10.1016/j.jclepro.2024.142699

Kusumardi, A. (2024). Strategi Pembelajaran Sosial Emosional Dalam Pencegahan Perundungan , Bullying Pada Kurikulum Merdeka. LENTERNAL : Learning and Teaching Journal, 5(1), 10–26. https://doi.org/10.32923/lenternal.v5i1.4161

Mandira, M. R., & Stoltz, T. (2021). Bullying risk and protective factors among elementary school students over time: A systematic review. International Journal of Educational Research, 109, 101838. https://doi.org/10.1016/j.ijer.2021.101838

Mayer, S., & Schwemmle, M. (2023). Teaching university students through technology-mediated experiential learning: Educators’ perspectives and roles. Computers & Education, 207, 104923. https://doi.org/10.1016/j.compedu.2023.104923

Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik. Humanika, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252

Orr, S., & Lavy, S. (2024). Teaching who you are: Preliminary findings linking teachers’ and students’ social-emotional skills. Social and Emotional Learning: Research, Practice, and Policy, 4, 100062. https://doi.org/10.1016/j.sel.2024.100062

Quereda, M. F., Vicent, M., Suárez-Navarro, J. A., Clarens, F., Mesas, M., & Alonso, M. M. (2024). Foundry by-products: Alternative materials for ceramic tiles. Technical, radiological and environmental assessment. Ceramics International, 50(18), 32570–32582. https://doi.org/10.1016/j.ceramint.2024.06.065

Raisch, N., Bailey, R., & Jones, S. M. (2024). SEL Insights: Applying behavioral insights to social and emotional learning programs in global settings. Social and Emotional Learning: Research, Practice, and Policy, 4, 100056. https://doi.org/10.1016/j.sel.2024.100056

Safwandy, M., Nugraha, Maskah, D. K., & Rohayani, A. (2023). Islamic Ethical Concepts Relevant to Digital Technology. Proceedings of International Conference on Islamic Civilization and Humanities, 1, 106–123. Diambil dari https://proceedings.uinsa.ac.id/index.php/iconfahum/article/view/1335

Shen, X., & Teng, M. F. (2024). Three-wave cross-lagged model on the correlations between critical thinking skills, self-directed learning competency and AI-assisted writing. Thinking Skills and Creativity, 52, 101524. https://doi.org/10.1016/j.tsc.2024.101524

Siswanta, J. (2017). Pengembangan Karakter Kepribadian Anak Usia Dini (Studi Pada PAUD Islam Terpadu Di Kabupaten Magelang Tahun 2015). Inferensi, 11(1), 97. https://doi.org/10.18326/infsl3.v11i1.97-118

Sumarni, S. (2022). Peran orang tua dalam mengoptimalkan perkembangan sosial anak usia 5-6 tahun ARTICLE INFO ABSTRACT. Jurnal Pendidikan Anak, 11(2), 171–180.

Suminar, D. (2019). Penerapan Teknologi Sebagai Media Pembelajaran Pada Mata Pelajaran Sosiologi. Prosiding Seminar Nasional Pendidikan FKIP, 2(1), 774–783. Diambil dari https://jurnal.untirta.ac.id/index.php/psnp/article/viewFile/5886/4220

Sunandari, S., Maharani, A. S., Nartika, N., Yulianti, C., & Esasaputra, A. (2023). Perkembangan Era Digital terhadap Pentingnya Pendidikan Karakter Anak Sekolah Dasar. Journal on Education, 5(4), 12005–12009. https://doi.org/10.31004/joe.v5i4.2161

Suparno, S. (2018). Analisis Faktor-Faktor Pembentuk Karakter Smart Siswa Di Sekolah Islam Terpadu. Jurnal Pendidikan Karakter, 9(1), 62–73. https://doi.org/10.21831/jpk.v8i1.21675

Ulfert-Blank, A.-S., & Schmidt, I. (2022). Assessing digital self-efficacy: Review and scale development. Computers & Education, 191, 104626. https://doi.org/10.1016/j.compedu.2022.104626

Widiastuti, S. (2022). Pembelajaran Sosial Emosional dalam Domain Pendidikan: Implementasi dan Asesmen. JUPE : Jurnal Pendidikan Mandala, 7(4), 964–972. https://doi.org/10.58258/jupe.v7i4.4427

Yue, Y., Huang, J., Yuan, H., Zhao, Y., Lei, J., & Fan, J. (2024). The mediating role of Self-Competence in the relationship between parental involvement and support and Children’s social Skills: Evidence from China. Children and Youth Services Review, 161, 107641. https://doi.org/10.1016/j.childyouth.2024.107641

Zeine, F., Jafari, N., Nami, M., & Blum, K. (2024). Awareness integration theory A Psychological and genetic path to self-directed Neuroplasticity. Health Sciences Review, 11, 100169. https://doi.org/10.1016/j.hsr.2024.100169

DOI: https://doi.org/10.35445/alishlah.v17i1.6031