A.Lingkungan digital dan anak PENGARUH LINGKUNGAN DIGITAL TERHADAP KARAKTER SISWA
Abstract
The development of digital technology has become an integral part of the lives of elementary school students. This study aims to analyze the influence of the digital environment on student character development, including discipline, responsibility, empathy, and social skills. The digital environment encompasses social media, online learning platforms, educational apps, and digital entertainment content (Livingstone & Smith, 2014). The research method used was a quantitative correlational approach, with subjects in grades 4–6 who actively use digital technology. The research instruments consisted of a character questionnaire, a social behavior observation sheet, and teacher interviews. Data analysis was conducted using Pearson correlation and simple linear regression. The results indicate that the digital environment has a significant influence on student character, both positive and negative. Controlled digital use enhances creativity, responsibility, and problem-solving skills, while uncontrolled use decreases student discipline, empathy, and concentration. These findings emphasize the need for supervision, guidance, and digital literacy education to support student character development in the digital era.
References
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Ghozali, I. (2018). Aplikasi analisis multivariate dengan program IBM SPSS (9th ed.). Badan Penerbit Universitas Diponegoro.
Kirkorian, H. L., Wartella, E. A., & Anderson, D. R. (2008). Media and young children’s learning. The Future of Children, 18(1), 39–61.
Kosteniuk, J. G. (2020). Digital media and children: Implications for learning and social development. Journal of Child Development Research, 7(2), 45–58.
Lickona, T. (2012). Educating for character: How our schools can teach respect and responsibility (Rev. ed.). Bantam Books.
Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: The nature, prevalence, and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), 635–654.
OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing.
Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27–33.
.
