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... Firstly, the continuous advancement of technology has provided educators with increasingly sophisticated tools for creating engaging and interactive learning experiences. These technological advancements have facilitated the development of educational games that can effectively convey complex mathematical concepts in an enjoyable manner (Asfar et al., 2021;Mustakim et al., 2023). Secondly, the widespread popularity of entertaining computer games among learners has highlighted the potential of harnessing this engagement for educational purposes. ...
... By integrating elements of gameplay into mathematical instruction, educators can leverage the intrinsic motivation that games offer to enhance students' interest and participation in learning mathematics. Additionally, recent reports have underscored the effectiveness of game-based learning approaches in improving students' mathematical proficiency and problem-solving skills (Anjasari et al., 2020;Asfar et al., 2021;Mustakim et al., 2023;Smiderle et al., 2020). These findings have further fueled the adoption of instructional games in mathematics education, as educators seek innovative strategies to meet the diverse learning needs of their students. ...
The need for innovative approaches in mathematics learning has become increasingly urgent to address the challenges of conceptual understanding and foster sustainable learning interest among students. This study aims to evaluate the effectiveness of the educational video game "Corner" in enhancing students' mathematical conceptual understanding and strengthening their interest in learning mathematics. The research employed a quasi-experimental method with a Non-equivalent (Pre-test and Post-test) Control Group Design. The instruments used included a mathematical conceptual understanding test and a mathematics learning interest questionnaire. Data were analyzed using independent sample t-tests and paired sample t-tests to compare the results between the experimental and control groups. The findings revealed that the use of the educational game "Corner" significantly improved students' mathematical conceptual understanding. Additionally, there was an increase in students' interest in learning mathematics, as indicated by significant differences between the pre-test and post-test results in the experimental group compared to the control group. These findings suggest that game-based educational media is not only effective in helping students grasp mathematical concepts but also motivates them to become more active and enthusiastic in learning mathematics. Therefore, the use of game-based learning media such as "Corner" can be adopted by educators as an effective strategy to improve the quality of mathematics education in schools.
... Meskipun penggunaan gadget dirasakan memberikan manfaat positif namun perlu pengawasan orang tua untuk memastikan anak tidak menyalahgunakan gadget untuk pemanfaatan lainnya. Penggunaan gadget dapat berdampak positif maupun negatif pada anak (Sundus, 2018;Agung et al., 2019;Srinahyanti et al., 2019;Qutoshi, et al., 2020;). Dampak positif penggunaan gadget pada anak diantaranya meningkatkan keterampilan motorik dan kognitif pada anak, resiko terluka atau cedera secara fisik minimal, menimbulkan rasa senang pada anak, sebagai media dan sumber mencari akses informasi untuk pembelajaran serta untuk kompetisi keahlian tertentu. ...
... Dampak positif penggunaan gadget pada anak diantaranya meningkatkan keterampilan motorik dan kognitif pada anak, resiko terluka atau cedera secara fisik minimal, menimbulkan rasa senang pada anak, sebagai media dan sumber mencari akses informasi untuk pembelajaran serta untuk kompetisi keahlian tertentu. Sedangkan dampak negative dari penggunaan gadget pada anak dapat mengakibatkan keterlambatan bicara, resiko terjadinya Attention Deficit Hyperactive Disorder (ADHD) pada anak, masalah belajar, gangguan kecemasan, depresi pada anak, permasalah karakter yang mempengaruhi nilai dan moral anak akibat tontonan yang tidak sesuai seperti mengakses konten dewasa daripada konten pendidikan (Sundus, 2018;Srinahyanti et al., 2019). Efek samping penggunaan gadget meningkat selama masa pandemi seperti kemauan belajar yang menurun, penurunan minat dan suasana hati, gangguan tidur, gangguan pada penglihatan, serta masalah musculoskeletal (Serra et al., 2021). ...
Changes in the learning process during the pandemic from classroom learning to online learning certainly cannot be separated from the role of gadgets, but for early childhood the online learning process using gadgets needs to get supervision from parents to minimize negative impacts. This study aims to explore the way parents monitor the use of gadgets during the Covid-19 pandemic in early childhood aged 4-6 years at Aisyiyah Kindergarten Bustanul Athfal 6 Pontianak City. This research is a qualitative research. Data were obtained through in-depth interviews and Focus Group Discussions. Participants in this study consisted of 10 mothers who had early childhood. There are 4 themes found in this study, namely 1) managing the time of using gadgets, 2) limiting access, 3) giving passwords to gadgets and 4) giving rewards and punishments. This study concludes that to reduce the negative impact and addiction to gadgets, parental supervision is needed in the use of gadgets.
... Among the focus of the discussion is the impact of the use of devices or gadgets on children's development, the issue of the readiness and competence of educators, the issue of infrastructure and al also the resource facilities to be used in the context of learning and teaching students. Sundus (2018), the use of devices or gadgets for a long period of time will cause children to experience delays in speaking. This happens because children do not communicate with other individuals and there is no social interaction between children and other people. ...
... This happens because children do not communicate with other individuals and there is no social interaction between children and other people. In the same study, Sundus (2018) stated that every 30 minutes of a child's time with a gadget will contribute as much as 49% to the occurrence of late speaking problems. Learning using information and communication technology definitely requires children to use gadgets. ...
Early computer technology in education was largely influenced by the theories of cognitivism and behaviourism, where technology was used to transfer information as if it were a stand-in for the teacher. This shows that students are given information through technology. It is the student's job to learn the information offered by the technology while they study the material provided by the teacher. Studies from across the world frequently discuss how Information, Communication, and Technology (ICT) is used. The usage of ICT has been more prevalent over time at all educational levels, from the Asnaf student level to the higher level. The government has allocated such a large amount to cultivate the integration of ICT in preserving education. In connection with that, the primary education level should welcome a noble effort to realize the wishes of this government. In addition, educators should be aware of the latest issues and trends in the use of ICT in primary education to ensure that the handling and use of ICT in the context of primary teaching and learning becomes more effective. The issues and trends discussed in this report are the health and safety of students, infrastructure, competence of educators, the use of ICT as a teaching aid, medium of communication and collaboration with parents. Therefore, the cultivation of the use of ICT in primary education is also discussed and thought to be implemented as further studies.
... Technology and media have become a vital part of the lives of infants, toddlers, preschoolers, and school-aged children [1,2]. In today's generation, digital devices, such as TVs, smartphones, tablets, digital toys, and computers, are present in every home [3]. ...
... Sundus [1] reviewed the existing literature on the effect of using gadgets on children. The review asserts that modern technology helps children to develop learning abilities, competitive skills, and other educational skills faster. ...
Technology has become integral to children’s lives, impacting many aspects, from academic to socialization. Children of today’s generation are growing up with digital devices, such as mobile phones, iPads, computers, video games, and smart gadgets; therefore, screen time has become ubiquitous in children’s daily routines. This paper provides a review of screen time usage and its impact in children across multiple developmental domains: cognitive, language, physical, and socio-emotional domain of children under eight years of age. The cognitive domain considers factors such as attention span and memory; language domain examines vocabulary, speech, and language development; physical domain focuses on motor development, exercise, sleep, and diet; and social-emotional domain considers relationships, self-identity, and emotional behaviors/regulation. Our findings are mixed, as there are both benefits and drawbacks in technology use, but screen time in children requires controlled observation and monitoring for sustainable improved progress across developmental domains. Specific recommendations advise that children’s screen time per day should be limited to zero minutes (min) (0–2 years), <60 min (3–5-years), and 60 min (6–8 years).
... When parents are busy with other things then parents will give a time limit of 1 hour to 2 hours when parents are not busy then parents will give about 30 minutes so that parents and children can play or do other activities other than using the gadgets. Following Sundus's (2018) statement, the use of gadgets by children needs to be limited in the amount of time they spend. This is reinforced by Rosen et al. (2014) that a good amount of time for these children under 10 should be less than 40 minutes and 2 hours a day. ...
This research is motivated by the importance of the role of parents, especially the role of the father which cannot be ignored. This study aims to see parental mediation given by fathers and mothers to children when using gadgets. The research method uses a qualitative approach with a case study research design. Data collection uses in-depth interviews and field notes involving three parents who have children aged 2-5 years in Harjamukti, Cirebon City which were analysed using grounded theory. The results of this study indicate that parents discuss, search, choose, and explain content that can be accessed in active mediation. Then, in the restriction mediation, parents provide restrictions on time, content, application, and distance. Co-viewing mediation is a way to increase closeness with the children and avoid excessive use of gadgets. Thus, parents collaborate on active mediation, restriction mediation, and co-viewing mediation to regulate and manage their children's use of gadgets.
... The category of gadgets most frequently used by children is smartphones or tablets (Hidayati & Zaman, 2021) (Akram & Kumar, 2017) (Verma, Suman, & Verma, 2018). Gadgets that are more interesting than books can help improve children's cognitive skills and learn faster (Sundus, 2018). ...
The use of gadgets, especially smartphones and tablets, for young children has now become a public concern. This is because gadgets have become a necessity for society and even children. Gadgets are technology that have very interesting applications and features, such as games and videos which children really like. Most parents do not supervise and regulate their children's use of gadgets and sometimes parents are not aware that their children are addicted to gadgets. This research aims to analyze the influence of gadget use on young children, with research subjects being carried out on Tunas Harapan Salo Kindergarten students. The results of the research show that the negative impacts are more pronounced in Tunas Harapan Kindergarten students where they show attitudes such as being easily emotional, imitating movements and language in the games or videos they see, and when using gadgets, they don't care and ignore the surrounding conditions, they don't care. care if called while playing gadget. However, even though the negative impacts are more visible, there are several positive impacts from using gadgets, namely that they can learn traditional gymnastics and dance movements through YouTube videos
... Meski menawarkan peluang pembelajaran, penggunaan teknologi yang tidak terkontrol dapat menimbulkan dampak negatif seperti kecanduan, paparan konten tidak sesuai, dan berkurangnya interaksi sosial. Penelitian menunjukkan bahwa teknologi dapat mendukung kreativitas, perkembangan kognitif, dan hubungan sosial (Gottschalk, 2019;Subrahmanyam et al., 2001;Tepetaş et al., 2024a), tetapi penggunaannya yang berlebihan berisiko memicu gangguan kesehatan mental, fisik, dan social (Arabiat et al., 2023;Dhanain, 2023;Laxmi & Kalpana, 2023;M, 2017;Tepetaş et al., 2024b;Yoluut et al., 2024). ...
Pengintegrasian literasi teknologi dengan nilai-nilai akhlak menjadi solusi inovatif dalam meningkatkan pemahaman teknologi di kalangan anak-anak, terutama di lingkungan berbasis pesantren. Penelitian ini bertujuan untuk mengukur efektivitas program literasi teknologi berbasis akhlak di TPA Al-Ikhlas, dengan menggunakan metode pretest-posttest untuk mengevaluasi tingkat pemahaman anak-anak. Hasil evaluasi menunjukkan peningkatan pemahaman yang signifikan, dari 50% pada pretest menjadi 85% pada posttest. Peningkatan ini mengindikasikan bahwa pendekatan integratif tidak hanya meningkatkan kemampuan teknis anak-anak, tetapi juga memperkuat karakter mereka melalui penerapan nilai-nilai seperti kejujuran, tanggung jawab, dan empati dalam penggunaan teknologi. Selain itu, program ini berhasil menciptakan pembelajaran yang bermakna dan relevan untuk menghadapi tantangan era digital. Penelitian ini juga menyoroti pentingnya keberlanjutan program melalui pelatihan berkala, pengembangan modul berbasis akhlak, serta potensi replikasi ke institusi pendidikan lain. Dengan demikian, hasil penelitian ini memberikan kontribusi nyata dalam mendukung pengembangan literasi teknologi yang holistik di Indonesia.
... Gadgets also have the potential to cause depression and mental health problems in childhood and adolescence. This will have an impact on character disorders (Sundus, 2018). Adolescents in the process of finding their identity, technology and exposure to such rapid information can have a negative impact on individuals including distorted body image perceptions, risky sexual behavior, easy access to pornography, commercialization, risk of obesity and decreased academic achievement (Vargo et al., 2021). ...
Hasil penelitan menunjukan bahwa: (1) pengaruh langsung penggunaan gadget terhadap kedisiplinan taruna mempunyai pengaruh signifkan; (2) pengaruh langsung penggunaan gadget terhadap kehidupan taruna diasrama mempunyai pengaruh signifikan
... Bruxism's adverse effects include headaches, hypermobility, gingival recession and inflammation, discomfort and hypertrophy of the masseter muscles, and degenerative changes in the temporomandibular joint. 6 Bruxism is more frequent in children than in adults, with prevalence rates ranging from 3.5% to 40.6% and no gender preference. Previous research has shown that aware parents inquire about their children's bruxism habit when signs and symptoms appear. ...
Background: Bruxism in paediatric dentistry refers to the habitual grinding or clenching of teeth in children. This condition can manifest during the day or night and may have various underlying causes. Bruxism has multifactorial etiology including disturbed sleep cycle and excessive gadget use in children. Present study aimed to evaluate the knowledge and awareness of parents about bruxism in children who visited the department. Bruxism is a common concern in paediatric dentistry, presenting challenges for dental professionals and parents alike in managing and addressing its effects on a child's oral health. Methods: The study was conducted among the parents visiting the Department with their children for the treatment. A self-administered questionnaire about knowledge and awareness regarding bruxism habit, sleep cycle, and gadget use in children was made. It was shared with parents using E-methods. Data was collected and statistical analysis was done. Results: In this study, parents stated that 74.1% of children grind their teeth, and 63% of children did so while using the device. Children most frequently utilized mobile devices (51.9%), then TV (13%), electronic toys and video games (11.10%), laptops/PCs and tablets (6.50%). Before falling asleep, 81.50% of the kids used their gadgets, and after using them, 60.20% of the kids reported having trouble sleeping. Conclusions: According to this study, children who clench their teeth have disrupted sleep, and clenching of teeth is more common in children who experience stress as a result of prolonged use of gadgets. Thus, a significant relationship was seen between children's use of gadgets, sleep disruption, and bruxism.
... Allowing them to spend more than two hours a day can cause irreversible damage such as slow cognitive development and attention deficit. With proper parental meditation, gadgets can improve motor and cognitive skills (Sundus 2017). Having these skills is necessary to increase the likelihood or confidence in cooperation with others. ...
The study attempted to identify perceptions on the effects of using gadgets on the social skills of school-aged children. To achieve this purpose the researchers (1)describe the demographic profile of the respondents in terms of age, educational attainment, income status, and gadgets owned by the child; (2) identify the perception toward utilization of gadgets of schoolaged children in terms of purpose, time spent and frequency on the use of gadgets, and (3) determine what are the manifested social skills observed by the parents or guardians in terms of: belongingness, relationship with peers, relationship with family, social learning and cooperation. This study utilized a quantitative research approach, using a modified take-home survey questionnaire as its main source of data to determine how the utilization of gadgets affects the manifested social skills of school-aged children.
In the light of the findings, the researchers found that in terms of gadget use, parents and guardians perceived that there is positive and beneficial effects that improves their child’s belongingness, relationship with peers and parents, social learning and cooperation. Further, the study concludes that the time spent and frequency of using gadgets of the school aged children does not affect the social skills of school-age children. Furthermore, gadgets can benefit the school aged children in terms of educational purpose; communicating and have bond with family and friends.
Based on the findings and conclusions of the study the researchers recommend wise and considerable use of gadgets at home and in school. Future researchers may consider conducting qualitative research regarding this topic and may add variables to deepen the study about theparents’ perception on gadget use.
... Concerns have been raised regarding the potential negative effects of excessive use of technological gadgets on children's readiness. Sundus (2018) highlights that the use of such devices can impact children's developmental progress, particularly in communication skills, which are crucial for school readiness. ...
... Gadgets can help rapidly develop children's learning skills because children are more interested in gadgets than books. Gadgets allow children to easily access educational websites and obtain detailed information on the required topics (Sundus, 2018). ...
Background: Amidst the COVID-19 pandemic, the proliferation of fake news and an infodemic has highlighted the necessity to enhance health literacy, particularly among school-aged children in the concrete operational phase of cognitive development. However, current health literacy studies predominantly focus on the adult population and overlook COVID-19 prevention protocols. Objective: This study aimed to evaluate the effectiveness of COVID-19 prevention education utilizing interactive comic and animated videos on the health literacy of school-aged children in Sleman Regency, Yogyakarta, Indonesia. Methods: The study employed a quasi-experimental research design with pretest-posttest nonequivalent control groups conducted from July to November 2021. Non-random sampling was utilized to select elementary schools and students, resulting in seventy-eight respondents. Health literacy was assessed using the modified 22-item Indonesian version of the Health Literacy Scale of COVID-19. Data analysis employed the Wilcoxon test. Results: Significant improvements in children’s health literacy were evident within the intervention group from pretest to posttest (p = 0.046, p <0.05). Conversely, no significant change was observed within the control group post-intervention. Furthermore, comparable pre-intervention health literacy levels were noted across both groups, with a modest increase post-intervention, suggesting the intervention’s potential to enhance health literacy, albeit to a limited extent. Conclusion: The research highlights the significance of focused health education for school children, particularly in preventing COVID-19. Incorporating interactive media such as animated videos and comics in school programs can improve health literacy. Policymakers need to invest in creating and sharing engaging health education materials working with schools, communities, and parents. Moreover, integrating artificial intelligence-driven personalized learning platforms may be possible to enhance information delivery, enabling children to confidently address health issues in the digital era. These findings may also guide post-pandemic health education approaches, ensuring children are informed and ready for future health challenges.
... The cell phone that Mrs. S owns is used only to call people when they need it, and not to play the cell phone when she's around her child. Instead of playing gadgets, Umi's mother preferred to bring her children to read the Quran together in the afternoon until the evening, after which the children learned school subjects The results of this interview are in line with the results of research conducted by Aryati [28] and Sundus that preventive methods are one of the methods considered effective in minimizing the negative impact of digital technology use by children, so the use of gadget would be better if only when necessary with a certain time limit [29]. ...
The impact of technology on people's lives is enormous, because of the impact of social change that is felt by the whole layer of society, both in the city and in the countryside, not only among adults but also among early children. If the use of technology is inappropriate, then it will bring problems to the lives of the community and in particular make the old people. The study aims to learn about the Muslim family methods regarding the impact of technological advances in the era of Industry 4.0 on early childhood in Surakarta. The method used in this research is qualitative descriptive which includes data reduction, data display, and conclusion. The study finds that the methods applied by the majority of 10 Muslim families regarding the negative impact of digital technology advances in the era of Industry 4.0 on children aged 4-7 in Surakarta, are preventive methods, methods of surveillance, freeing children to play outdoors with peers, selective in choosing appropriate applications for children, being a good example for kids, and giving time limits for children to use technology. In conclusion, this research illuminates the proactive steps taken by Muslim families in Surakarta to navigate the challenges posed by technological advancements. By adopting a range of preventive measures and promoting a balanced approach, these families strive to ensure a positive impact on the lives of their early childhood members amidst the ever-evolving landscape of Industry 4.0.
... 3 According to the US Centers for Disease Control and Prevention, the digital consumption of an average child was approximately eight hours per day. 4 In 2013, a regional study encompassing four different countries in the MENA region found that almost 81% of children currently use either a mobile phone or a tablet. 5 Since children have cognitive limitations and rudimentary thinking skills compared to adults, they are unable to comprehend the complexity of media, making them more vulnerable to its harmful effects of electronic use. ...
Background
The excessive use of electronic devices among children is a global concern due to its negative impact on behavior. This cross-sectional study aimed to assess parents’ awareness of their children’s electronic device use and their perspective on how screen time affects behavior for 4–10-year-olds in Jordan.
Methods
A cross-sectional study was conducted to assess parents’ awareness of their children’s electronic device usage. The study included 807 mothers and fathers from Jordan with at least one child aged 4 to 10. The data collection instrument consisted of a self-administered survey with 43 questions, including sociodemographic characteristics and the Strength and Difficulties Questionnaire. Descriptive analysis, categorical Chi-square test, Independent t-test, and Mann-Whitney U test were used for statistical analysis. The study followed ethical standards and principles.
Results
A survey of 807 parents in Jordan found that gaming and videos were the most common content watched by children, and 61.3% used devices alone. Only 37.1% of parents believed that device use could improve their children’s psychological growth, while 72.7% and 65.9% believed it could impact negatively their children’s mental and psychological growth, respectively. The Strengths and Difficulties Questionnaire showed that 51.4% of children were normal, while 25.3% were borderline and 23.3% were abnormal.
Conclusion
Children in the study used electronic devices excessively and this was linked to severe behavioral problems. Parents should follow AAP guidelines and spend more time with their children through non-electronic activities to improve their behavior.
... 16 Research has consistently demonstrated the negative impacts of gadget use on preschoolers, including speech delays, attention deficits, learning difficulties, anxiety, mental health problems, and character assassination. 17,18 Conversely, activities like coloring and storytelling have been shown to enhance imagination, fine motor skills, and knowledge in preschoolers. 19,20 Thus, encouraging parents to engage in storytelling and coloring activities with their children can help mitigate the negative effects of excessive gadget use. ...
The use of gadgets in the current era of globalization has become a concerning trend, especially among preschool children, leading to addiction and detrimental effects on their physical, psychological, and emotional health. It has also resulted in increased social isolation and hindered development. The impact of this trend is significantly influenced by the roles of parents, family, and the surrounding environment. This study aimed to determine the effectiveness of health education using modules on the benefits of storytelling and coloring therapy in enhancing parents' knowledge, attitudes, and behaviors regarding prudent gadget use in preschool children. The research design was a pre-post quasi-experiment without a control group. The population comprised parents with preschool children attending 11 public kindergartens in Samarinda City. A total sampling method was utilized, resulting in 303 respondents. Health education intervention occurred after the pre-test, followed by one month of assistance and a subsequent post-test. The research instrument was a questionnaire adapted from the theory of planned behavior, assessing parents' knowledge, attitudes, and behaviors related to providing gadgets to children. Data analysis included univariate and bivariate analyses using the Wilcoxon test. The results indicate a significant influence of health education using modules on the benefits of storytelling and coloring therapy on parents' wise gadget use in preschool children (p-value < 0.005). Thus, health education for parents on prudent gadget use in preschoolers is highly recommended, particularly during parent meetings at school.
... Bahkan, anak-anak sudah menggunakan gadget sejak usia dini. Laporan Badan Pusat Statistik pada tahun 2022 menunjukkan bahwa sebanyak 33,44% anak usia 0-6 tahun di Indonesia sudah mampu menggunakan ponsel dan 24,96% di antaranya telah memiliki akses ke internet (Santika, 2023 (Sundus, 2018) menemukan bahwa gadget dapat bermanfaat bagi anak dalam segi perkembangan motorik karena dapat mengasah otototot kecil di jari anak dan mengurangi risiko anak terluka jika dibandingkan dengan bermain di luar ruangan. Selain itu, penggunaan aplikasi interaktif, video gim, dan program-program edukatif dalam gadget dapat meningkatkan perkembangan kognitif dan kemampuan berkompetisi. ...
... Bahkan, anak-anak sudah menggunakan gadget sejak usia dini. Laporan Badan Pusat Statistik pada tahun 2022 menunjukkan bahwa sebanyak 33,44% anak usia 0-6 tahun di Indonesia sudah mampu menggunakan ponsel dan 24,96% di antaranya telah memiliki akses ke internet (Santika, 2023 (Sundus, 2018) menemukan bahwa gadget dapat bermanfaat bagi anak dalam segi perkembangan motorik karena dapat mengasah otototot kecil di jari anak dan mengurangi risiko anak terluka jika dibandingkan dengan bermain di luar ruangan. Selain itu, penggunaan aplikasi interaktif, video gim, dan program-program edukatif dalam gadget dapat meningkatkan perkembangan kognitif dan kemampuan berkompetisi. ...
... Often gadgets are misused by making them a substitute for child care and becoming a substitute for peers which can have a negative impact on children's development. The negative impact of using gadgets can affect children's speaking abilities, children's emotions and social character, the quality of children's learning, attention disorders, and can even cause depression (Maulidina & Bhakti, 2020;Oktavia & Mulabbiyah, 2019;Sundus, 2017). The negative impact of using devices can disrupt various aspects of children's development, from language, cognitive, to social and emotional. ...
The use of devices in early childhood has a time limit so that they have a good impact. The high frequency of device use among children will influence children's social behavior, especially prosocial behavior. This study aims to analyze the influence of frequency of device use on the prosocial behavior of children aged 5-6 years. This research uses ex-post facto quantitative research. The population in this study were parents (mothers) with children aged 5-6 years in PAUD institutions. This study used two-stage cluster sampling with a sample size of three sub-districts, one kindergarten for each with 59 parents (mothers). Data collection in this study used a questionnaire method with an instrument in the form of a statement sheet that parents (mothers) need to fill out to obtain data on the frequency of device use in children, children's prosocial behavior, and personal data on parents and children. The data obtained was then analyzed using a simple linear regression test processed with the help of SPSS. The data analysis results show an influence between the frequency of device use and the prosocial behavior of children aged 5-6 years. Apart from that, the correlation value shows a negative influence between the frequency of using devices and the prosocial behavior of children aged 5-6 years. This research implies that the frequency of using devices influences the prosocial behavior of children aged 5-6, meaning that the higher the frequency, the lower the child's prosocial behavior, and vice versa.
... Dampak positif dari penggunaan gadget adalah meningkatkan keterampilan motorik, kemampuan kognitif, media hiburan, menambah pengetahuan, dan media komunikasi anak. Sedangkan dampak negatif dari penggunaan gadget yang lebih dari 1 jam/hari, diantaranya gangguan pemusatan, penglihatan dan pendengaran, anak menjadi acuh dengan lingkungan sekitar, terpapar radiasi, dan anak menjadi sulit diajak berkomunikasi (6). Berdasarkan penelitian yang dilakukan oleh Miharja & Fitrianti, salah satu dampak negatif gadget yang paling sering terjadi adalah kecemasan yang dirasakan oleh orang tua (7). ...
Technological progress is growing rapidly, especially the use of digital technology in the form of gadgets has been crazy about all walks of life, including children. The use of gadgets in children is currently very concerning, where the intensity of children's gadget use has exceeded normal limits both in frequency and frequency to spectacle. So that it causes feelings of anxiety in parents. The purpose of this study is to determine the relationship between the intensity of using gadgets and the anxiety level of parents who have children aged 3-6 years in Jaya Bakti village. This research is a quantitative research with a cross sectional approach. The sampling technique used purposive sampling with a total sample of 50 respondents. Data analysis used the Pearson Correlation test. The results of the study obtained a p value = 0.004, which means that there is a relationship between the intensity of using gadgets and the anxiety level of parents who have children aged 3-6 years in Jaya Bakti Village. It is hoped that parents can control, supervise, accompany and provide time limits for the intensity of using gadgets for children, so that they can reduce parents' anxiety levels.
... Several studies have found that smartphone content can also influence children's cognitive and motor skills (Sundus, 2017). However, many studies suggest that the negative impact of high-intensity smartphone use among young children can have negative effects on their social and emotional development (Imron, 2017) and result in low social interaction (Novitasari & Khotimah, 2013). ...
Early childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. 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... Yelland, 2002;Druin and Fast, 2002;Plowman and Stephen, 2003;Musawi, 2011;Zaranis and Kalogiannakis, 2011b;Zaranis, 2012 ( Haugland, 1999;Lee, 2009;Drigas and kokkalia 2015;Trucano, 2015;Kokkalia et al., 2016;Konca et al., 2016;Predavoric et al., 2017;Sundus, 2018 ...
... Gadget pada remaja merupakan media yang menarik, dikarenakan gadget menyediakan beraneka ragam gerak, warna, suara, dan lagu yang dikemas dalam satu perangkat seperti; game online, video, lagu, mengobrol dengan teman-teman, dll (Munir, 2017). Menurut (Sujianti, 2018) menyatakan bahwa menggunakan gadget memiliki dampak negatif yang lebih besar. ...
Gadget addiction became a serious problem for teenagesrs aged groups. Excessive gadgets also caused health problems, behavior changes, and attitudes in teenager aged. Knowledge aspect was important to help in shaping positive behavior. This community service activity is carried out with health education and visualization methods. These activities aimed to increase teenager knowledge in overcoming gadget addiction. Data collected by smartphone addiction with the number of participants of 50 students of SMP N 2 Kota Jambi. After the pretest and posttest processes have shown the results of increasing adolescent knowledge and understanding in overcoming the impact of gadget addiction. The results indicated that increasing knowledge is needed for efforts to improve teenager with an interactive media approach for this school as ongoing basis.
... Salah satu akibatnya adalah tingginya penggunaan internet dengan berbagai jenis motivasi penggunaan. Penggunaan internet yang berlebihan, khususnya saat ini terkait dengan penggunaan sosial media tidak hanya memberikan dampak positif, namun juga dampak negative seperti problem mental dan perilaku (Sundus, 2018). ...
Pembatasan sosial menyebabkan individu terpaksa mengurangi interaksi sosial dan mencari aktivitas di rumah. Salah satu akibatnya adalah tingginya penggunaan internet dengan berbagai jenis motivasi penggunaan. Penggunaan internet yang berlebihan, khususnya penggunaan sosial media memberikan dampak negatif seperti problem mental dan perilaku berupa kecanduan atau adiksi. Anak yatim piatu berhak mendapatkan bimbingan tentang penggunaan internet ini untuk menghindari dampak yang kurang baik nantinya. Salah satu cara yang dilakukan adalah dengan kegiatan pengabdian dengan memberdayakan dan menyiapkan mereka agar mampu mandiri dalam mengelola penggunaan internet, bahkan mampu menjadi penyuluh sebaya (peer educator) bagi teman-temannya. Kegiatan PKM ini bertujuan untuk meningkatkan pengetahuan dan kemampuan mitra agar dapat cerdas menggunakan internet dan sosial media. Metode yang digunakan dalam pengabdian masyarakat ini adalah memberikan edukasi tentang dampak penggunaan internet dan sosial media, serta melatih untuk melakukan dan memanfaatkan fasilitas filter dan screen time saat menggunakan smartphone maupun perangkat lainnya. Seluruh kegiatan mulai dari pemberian materi dan pelatihan terbukti meningkatkan pengetahuan anak di Bali Orphan mengenai dampak penggunaan internet yaitu sebanyak 95%, dan meningkatkan kemampuan menggunakan filter serta aplikasi untuk membatasi penggunaan internet. Peningkatan pengetahuan dilihat dari meningkatnya hasil post-test dan sudah bisa menggunakan aplikasi filter maupun screen time secara mandiri tanpa bantuan.
... According to a study by authors Khiu A. and Hamzah H. on the use of devices by young children and preschoolers, 96.6% of children have used mobile devices starting at ages 1 and 2, with the majority using them daily (1), and by the age of 4, many already have their own cell phone (2). Studies in the United States show that 1 in 3 children can use a gadget before they even start speaking (3). In the Netherlands, 98.7% of young people aged 12 to 15 have a smartphone, 91.7% have a laptop, 78.1% have a tablet, and 58.5% have a video game console (4). ...
Introduction. Abortion causes problems in reproductive health, relationships in a couple, psychological and social consequences. A woman's decision to have an abortion depends on many factors, whereas in low-income countries, abortion is viewed as a method of family planning. Material and methods. A descriptive, quantitative and qualitative sample study was conducted in the Republic of Moldova from December 2021 to February 2022 to identify and evaluate the factors influencing a woman’s decision-making to terminate a pregnancy, as well as to develop recommendations for reducing the number of abortions on demand. The quantitative assessment included a survey carried out on a sample of 399 women who underwent abortions on demand. The qualitative study involved three focus group meetings, where the obstetrician-gynecologists shared their ideas upon the factors determining a woman's decision to terminate a pregnancy. Results. Analyzing the data obtained, the present research identified the following factors that determined the decision-making of women to terminate a pregnancy: (i) lack of support and disturbed psycho-emotional state in women; (ii) social and economic problems, particularly, poverty; (iii) study/career-related conditions; (iv) age; e) difficult relationship with the partner, particularly, domestic violence; (v) fear of COVID-19 infection. Conclusions. Women's reasons for seeking abortions are complex, traced out by circumstantial and systemic realities.
... From the results of the Videogame Addiction Scale for Children, the score obtained by the subject is 83, so the subject is addicted to online games. There are several negative impacts of gadget addiction which include speaking late, attention deficit, learning problems, anxiety, childhood depression, and will harm children's character (Sundus, 2018). It can also cause a variety of negative psychosocial consequences which include, problems in work, education, hobbies, socializing, time with spouse/family and sleep, increased stress, absence of real-life relationships, poorer social skills, decreased academic achievement, behavior aggressive/opposition and hostility, maladaptive coping, decreased verbal memory performance, and suicidal ideation (Griffiths, 2015). ...
The problem of online game addiction harms children. One of the negative impacts of online game addiction is related to schools, so special treatment is needed. The subjects who participated in this study were those who were diagnosed with online game addiction problems. Assessments carried out to diagnose subjects included interviews, observations, and the Video game Addiction Scale for Children. The intervention used is scheduling activities. The intensity of the subject's online game playing was reduced after the intervention was given. The duration of playing online games was originally an average of 2.4 hours per day in 1 week, after the intervention, it became 0.4 hours per day in 1 week. Subjects spend more time studying, doing homework, fishing or sleeping during the day. The score of the Video game Addiction Scale for Children also changed from 83 (high) to 58 (medium).
... ICT attracts users because of its practicality and ease of usage. One of them is a piece of technology that, despite its numerous advantages, promotes dependency among its users, especially among children (Sundus, 2017). Children's prolonged tech use can be attributed to their natural inquisitiveness. ...
This study aims to describe the gadget phenomenon in early childhood social development. Technological developments, especially gadgets, have penetrated and even made early childhood consumers of gadgets. Despite the fact that gadgets are electronic tools for adult conversation, not toddlers. However, parents give gadgets in early childhood as a way to calm children. To see the social development of early childhood while using gadgets, the researchers used the case studies research method. Data collection was carried out by observation and interviews. The results of the study show that parents should consider what image they convey to their children and how they communicate responsible smartphone consumption. So that gadgets as technological advances can still be used, but the social development of early childhood as social beings is not disturbed by the preoccupation with using gadgets.
... Games have been widely considered to create a more relaxed atmosphere that supports students' participation in language learning (Alkan & Mertol, 2019;Bavi, 2018;Kacetl & Klímová, 2019;Tatli, 2018). Millions of people play digital games in dozens of languages across various genres and titles (Francis, 2017;Novrialdy & Atyarizal, 2019;Sundus, 2018). Thus, computer-assisted language learning (CALL) researchers and L2 instructors have lately begun to investigate games as a potential second or foreign language (L2) teaching and learning (L2TL) resources (Alkan & Mertol, 2019;Amin & Hanna, 2020;Ng et al., 2020;Rosdiana & Sulistyawati, 2019). ...
Kahoot! is an individual and collaborative gamified learning platform that encourages curiosity, promotes lifelong learning, and makes learning enjoyable. Given the numerous advantages of using Kahoot! in language acquisition, several academic institutions have included gamification to enhance their learning experience. However, there are always issues and hurdles encountered throughout technology deployment. The present study aimed to analyze how the teacher implements Kahoot! in Japanese learning, the Indonesian high school teachers and students' perceptions of using Kahoot! and the constraints they encountered in using Kahoot! The study was designed as qualitative research, enrolling one Japanese language teacher and 34 students in a state senior high school. Semi-structured interviews, non-participatory observation, and a mixed questionnaire were used to collect data. Despite specific problems in the teacher's implementation of Kahoot!, the research indicated that both the teacher and the students had an "excellent" impression of the platform, with a poor internet connection being recognized as the biggest stumbling block to their utilizing Kahoot! efficiently. While Kahoot! may be a realistic alternative for inspiring high school students to learn Japanese, it requires a solid internet connection to guarantee that the learning process runs well.
... These reported effects include disturbed sleep patterns, attention deficits, frustration, stress, depression, and boredom (Xie et al., 2020). However, positive effects of distance learning have also been reported, such as improved competitive and motor skills (Sundus, 2017). Therefore, the overall impact of school closures and remote learning remains controversial. ...
This systematic review describes the effects of COVID-19 lockdowns on children's learning and school performance. A systematic search was conducted using three databases. A total of 1787 articles were found, and 24 articles were included. Overall, academic performance was negatively affected by COVID-19 lockdowns, with lower scores in standardized tests in the main domains compared to previous years. Academic, motivational, and socio-emotional factors contributed to lower performance. Educators, parents, and students reported disorganization, increased academic demands, and motivational and behavioral changes. Teachers and policymakers should consider these results in developing future education strategies.
... For example, students with attention deficit hyperactivity disorder (ADHD) have difficulties paying attention, engaging in excessive activity, or controlling improper behavior. This is something that can happen to children, making them jittery, unable to concentrate, restless, and easily distracted (Sundus, 2018). Also, specialized hearing technologies may decrease the effect of barriers that deaf/hard of hearing (DHH) students experience in schools, such as classroom noise, rapid rate of discussion, rapid change of topics, and large numbers of people included in conversation, all of which can prevent DHH students from partaking in teacher-student and student-student communication (Rekkedal, 2012). ...
This study examined the integration of assistive technology (AT) in teaching learners with special educational needs (LSENs) in selected schools in the Philippines. This aimed to determine the assistive technologies utilized in teaching the special education (SPED) learners. The research also examined the perceptions, challenges, and support mechanism in the integration of technology among SPED teachers. Key informant interviews or in-depth interviews were conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners with special needs. The findings of the study revealed that the available assistive technologies are interactive multimedia and conventional technology. Educational apps and high-tech tools are also used but of limited number. As SPED teachers who are teaching LSENs use AT, they find it useful as a reinforcement to learning, provides satisfaction in teaching, and brings motivational impact to learners. However, this somehow leads to fixation of learners to technology. Inadequacy of resources, learners' misbehavior during instruction, technological problems and poor mastery of skills are the identified challenges of SPED teachers. Financial, emotional, administrative, instructional and moral support are needed as a support mechanism. The study recommends for SPED schools to provide relevant trainings to SPED teachers on how to deal with the difficulties to meet the special needs of the learners.
... Gambar 2. Pengawasan orang tua terhadap penggunaan gadget pada anak SD Selain itu, yang harus diawasi adalah waktu penggunaan gadget, di mana orang tua dapat membatasi waktu penggunaan gadget pada anak. Dampak positif yang dapat diambil dari penggunaan gadget apabila selalu dalam pengawasan orang tua, meliputi menambah pengetahuan anak, meningkatkan kreativitas dan keterampilan motorik anak, mempermudah komunikasi, meningkatkan kenyamanan anak dalam belajar dan meningkatkan keterampilan berkompetisi (Sundus, 2018). Sementara itu juga, penggunaan gadget secara berlebihan dengan tanpa pengawasan orang tua dapat memberikan dampak negatif terhadap perkembangan anak terutama pada anak usia sekolah dasar. ...
Indonesia menjadi negara yang terdampak Covid-19, sehingga proses pembelajaran dilaksanakan secara daring atau Study from Home. Adanya kebijakan belajar dari rumah, maka pembelajaran dilakukan dengan memanfaatkan teknologi media. Hal ini mengakibatkan anak mengalami interaksi yang intens terhadap gadget dan akan mempengaruhi perkembangan etika anak. Artikel ini bertujuan untuk mengetahui pentingnya peran orang tua dalam pengembangan etika pembelajaran dan penggunaan gadget pada anak sekolah dasar selama pembelajaran dari rumah di tengah pandemi Covid-19. Kegiatan pengabdian masyarakat ini untuk membantu meringankan keterbatasan masyarakat Desa Jatipurwo dalam menghadapi dampak pandemi Covid-19, khususnya pada bidang pendidikan, seperti pendampingan belajar, sosialisasi etika pembelajaran daring dan sosialisasi pentingnya pengawasan orang tua dalam penggunaan gadget pada anak. Pelaksanaan kegiatan dilakukan secara tatap muka dan daring menggunakan video yang diunggah pada platform media sosial. Partisipasi orang tua dan anak-anak sekolah dasar dalam kegiatan luring maupun daring sangat baik. Dampak kegiatan pengabdian adalah anak-anak sekolah dasar mendapatkan bimbingan belajar gratis dan orang tua dapat mengetahui pentingnya peran dalam pengembangan etika dan penggunaan gadget pada anak.
... Meksipun begitu, gawai ini seperti pedang bermata dua dimana mereka memiliki kelebihan bagi anak. Namun dilain sisi gawai juga dapat memberikan kekurangan bagi anak karena sering kali anak kurang memperhatikan postur tubuh dan jarak layar, serta ditambah dengan tingginnya waktu penggunaannya yang pada akhirnya dapat berdampak pada kesehatannya (Nadar, 2018;Sundus, 2018). Selain itu juga, melihat waktu yang dihabiskan oleh anak dalam menggunakan gawai mereka dapat mengorbankan interkasi sosial dan aktivitas fisik di kehidupan nyata. ...
Penggunaan gawai semakin diadopsi dan digunakan oleh anak sejak dini sehingga orang tua memainkan peranan penting dalam membentuk penggunaan gawai yang aman dan sehat agar terhindar dampak negatif. Tujuan dari penelitian ini untuk mengetahui pendampingan orang tua dalam membatasi, mengatur, dan mengelola penggunaan gawai pada anak usia dini. Penelitian ini menggunakan kualitatif deskriptif. Pengumpulan data dilakukan menggunakan wawancara. Data yang terkumpul dianalisis menggunakan teknik analisis grounded theory melalui open coding, focus coding, axial coding, dan theoretical coding. Subjek pada penelitian ini adalah tiga orang tua yang memiliki anak dengan usia 2- 5 tahun. Hasil penelitian menunjukkan bahwa orang tua memberikan pendampingan dengan membatasi, mengatur, dan mengelola penggunaan gawai. Adapun batasan yang diberikan oleh orang tua kepada anaknya dalam penggunaan gawai yaitu, batasan waktu, batasan aplikasi, batasan jarak, batasan konten, dan batasan perangkat. Penelitian ini diharapkan dapat memberikan gambaran bagi orang tua mengenai batasan-batasan yang dapat digunakan untuk membentuk penggunana gawai yang aman, nyaman, dan sehat bagi anak.
... Hal tersebut jika dilakukan secara tepat akan berdampak baik untuk perkembangan anak (Vitrianingsih, Khadijah, & Ceria, 2018). Beberapa penelitian juga menyebutkan bahwa konten-konten tertentu pada gawai dapat mengembangkan kemampuan motorik halus dan kognitif anak (Sundus, 2018); (Yenny, 2017). Namun, beberapa penelitian juga menunjukkan bahwa penggunaan gawai pada anak dengan intensitas tinggi berhubungan negatif pada perkembangan sosial-emosional (Imron, 2017). ...
Parents play a very important role in the online learning process, because parents directly monitor children at home, so with parental assistance at home, it is hoped that children will easily adapt and form disciplined characters in online learning. The theories used in this study include the theory of the main role played by parents in developing children's character (Zubaedi, 2011), the role of parents in assisting children's learning (Lailiyatul & Faridhatul, 2020), the formation of disciplined characters (Tu'u, 2004) and online learning (Alimuddin, Tawany, & Nadjib, 2015). The data collection tools that the author uses in this study are: observation, interviews, literature study and documentation. This study uses a descriptive qualitative research with the subject of homeroom teachers, students and parents of grade 2 students at SDIT Insan Karima Nagrak Cangkuang. The results of this study include: the role of parents in developing the disciplined character of children in online learning is done by accompanying children during learning and trying to be a learning partner at home, being a motivator, facilitator so as to create a comfortable learning atmosphere, and giving rewards in the form of gifts that are useful for students. child. Constraints experienced by parents of SDIT Insan Karima students include lazy children in doing assignments, too busy with gadgets, bored, bored and easily distracted by other activities at home. The conclusion of this study is that parents of grade 2 SDIT Insan Karima students successfully carried out their role as parents in online learning companions well. This has an impact on student achievement and activity during online learning.
Children who live in today's era have the characteristic that the behavior of dependence on the internet is very high, so it requires supervision from parents to monitor and control their children's time when playing gadgets. This behavior eventually causes the main problem of sleep quality related to parenting and children's sleep patterns. The purpose of this study was to determine the relationship between parenting patterns in gadget use and sleep patterns with the quality of sleep of elementary school children at SDN 3 Baureno. This research design used a cross sectional approach, a population of 30 children at SDN 3 Baureno, which was taken by total sampling technique. Data were taken using a questionnaire which was analyzed using the Spierman Rho Test with a significance level of p = 0.05. The results showed that almost most (76.7%) parents gave permissive parenting, most children (60%) experienced disturbed sleep patterns, and most children (53.3%) had poor sleep quality. While the statistical test obtained the value of r =0.369 p=0.023 (p<0.05) which means there is a relationship between parenting patterns in the use of Gadgets with the quality of sleep of elementary school children and obtained the value of r =0.462 p=0.013 (p<0.05) which means there is a relationship between sleep patterns with the quality of sleep of elementary school children. Parents should pay more attention to how to properly use Gadgets in children with the right duration so that sleep patterns are more regular and uninterrupted and good sleep quality.
Educational games are fun activities that contain educational content, which is considered very important. Knowing halal food is very important for a Muslim, so this should be introduced early, especially in elementary school. The aim is to form children's personalities who always prioritize halal things and are familiar with various halal products. This research aims to design and build an educational game application about halal products for young children, which will be run on the Android platform. The test results show: 1) Application functionality, tested using black-box testing, provides valid results. 2) Performance efficiency shows no memory leaks and CPU usage is stable between 7% - 17% after 9 seconds of use. 3) Application compatibility runs well on Android 7.0 Nougat to Android 10 devices
Smartphone adalah salah satu kemajuan teknologi. Namun, penggunaan yang berlebihan dan tidak terkendali dapat menyebabkan ketergantungan neurotik pada smartphone dan layanan terkait, yang akhirnya menyebabkan kecanduan. Hal ini dikhawatirkan akan menyebabkan masalah kesehatan otot akibat menggunakan gadget dalam jangka waktu yang cukup lama, seperti nyeri pada leher, bahu, dan ibu jari setelah menggunakan smartphone. Penelitian ini bertujuan untuk mengetahui apakah ada hubungan adiksi smartphone dengan forward head posture pada anak usia 9-12 tahun di SDN Gonilan 02. Penelitian ini menggunakan metode cross sectional study, dengan sampel sebanyak 84 dengan teknik purposive sampling. Berdasarkan hasil penelitian yang telah dilakukan dari uji spearmen rho test menunjukkan tidak ada hubungan adiksi smartphone dengan forward head posture. Tingkat keeratan hubungannya yaitu tidak cukup kuat dan data bernilai negatif yaitu semakin meningkat nilai dari variabel bebas (adiksi smartphone) maka nilai dari varibel terikat (forward head posture) juga semakin menurun. Dapat disimpulkan bahwa tidak ada hubungan adiksi smartphone dengan forward head posture pada anak usia 9-12 tahun.
The purpose of this study is to explain how the role of parents and educators in addressing the advancement of technology is increasingly advanced. The research method used is study literature from various journals and references related to digital literacy. The results showed that the role of educators and parents in children's digital literacy are: 1) The role of educators in digital literacy is to teach basic technology skills, encourage critical thinking skills, be a role model in the use of technology, integrate technology in learning, increase understanding of cybersecurity, and collab¬orate with parents. 2) The role of parents in digital literacy is Basic Technology Assistance, En¬couraging Critical Thinking, Modeling the Use of Technology, Monitoring Regulating the Use of Gadgets, Teaching Cybersecurity Skills, and Creating a Supportive Environment. 3) The role of educators in children's digital literacy is more in terms of cognitive, affective, and social skills while parents have a role in affective and social-emotional skills in children's digital literacy.
The author of the article reflects on the problems of using of gadgets in the modern world. The development of information technology affects all spheres of people's lives, including changes in marital and child-parent relationships. The article examines modern literature and conducts a secondary analysis of research data from the Public Opinion Foundation (FOM), the All-Russian Center for the Study of Public Opinion (VTsIOM), etc., concerning the positive and negative aspects of the influence of digital technologies on family interaction. Attention is paid to the peculiarities of network behavior, online communication of parents and children, in particular to such problems as: gadget addiction (gadget addiction), i.e. uncontrolled use of gadgets; phubbing – the habit of immersing yourself in a gadget while talking with an offline interlocutor, etc. Gadgets become members of the family, “living creatures”, part of a family environment. Parents, on the one hand, try to control the gadget-child relationship, on the other hand, they themselves are immersed in gadgets, and also use them as a means of reward/punishment, thereby only increasing the value of the device in the eyes of the child.
Being one of the most important attributes of the life of a modern person, gadgets are distinguished by functionality, mobility and almost continuous access to the Internet. They allow you to overcome the limitations of real contacts, uniting people living far from each other, helping to maintain contact with loved ones at a distance, combining work and raising children, gaining new knowledge, and shopping without leaving home.
It would be wrong to assess the impact of gadgets on everyday practices, including family practices, on a “positive-negative” scale. “Gadgetization” is a complex process that requires close study.
Painting is a visual language that can be the means of expressing one's creative expression and is useful in improving one's ability to think and imagine, especially one's aesthetic sensitivity. The transfer of language from verbal language to visual language is carried out in this Final Project by adopting the use of unique vocabulary found in Roald Dahl's children's novels in the form of paintings.‘Gobblefunk’ is a term created by Dahl to describe his own language. In this Final Project, his gobblefunk vocabulary is interpreted and used in the title of the work which has personal tendencies before being realized as a painting. The hope of achieving this Final Project is to represent the use of vocabulary created by Roald Dahl and the world of fantasy contained in his writings. This is channeled through a series of works that have a surrealistic component, colours that give a fantasy feel, human figures, and/or man-made or natural objects/subjects that are integrated into watercolour paintings with the addition of other media. Seni lukis merupakan salah satu bahasa imaji yang mampu menjadi sarana dalam mengeluarkan ekspresi kreatif seseorang dan bermanfaat dalam mengasah kemampuan berpikir dan berimajinasi, ataupun kepekaan estetika seseorang. Alih wahana dari bahasa verbal menjadi bahasa imaji dilakukan dalam Tugas Akhir ini dengan mengangkat penggunaan kosakata unik yang ditemukan dalam novel anak ciptaan Roald Dahl ke dalam wujud karya seni lukis. ‘Gobblefunk’ merupakan istilah yang dibuat oleh Roald Dahl untuk menyebut bahasa ciptaannya sendiri. Dalam Tugas Akhir ini, kosakata gobblefunk ciptaan Roald Dahl diinterpretasi dan digunakan dalam judul karya yang bersifat personal sebelum diwujudkan sebagai lukisan. Harapan capaian dari Tugas Akhir ini untuk merepresentasikan penggunaan kosakata ciptaan Roald Dahl dan dunia fantasi yang terdapat dalam tulisan-tulisannya. Hal tersebut disalurkan melalui rangkain karya yang memiliki komponen surealistik, warna yang memberikan nuansa fantasi, figur manusia, dan atau objek/subjek buatan manusia maupun alami yang terpadukan dalam lukisan cat air dengan tambahan media lain.
Cyberbullying is an action intended to embarrass, intimidate, spread ugliness and hatred in cyber media. One of the cyber media is social media ask.fm. Cyberbullying often occurs in teenagers, this can affect the emotions of teenagers who are still quite unstable in controlling their emotions. In this research, the problem formulated is whether there is an influence of cyberbullying on social media ask.fm on the emotional development of teenagers. The aim of this research is to determine the effect of cyberbullying on ask.fm social media on adolescent emotional disorders. The research method used is a survey research method using a questionnaire as a data collection instrument. The catharsis theory used in this research states that catharsis is a clearing of emotional conflict within oneself through talking about it and the deindividuation theory states that there is a feeling of loss of personal identity and the emergence of anonymity in the group. The anonymous feature on ask.fm social media provides opportunities for perpetrators to carry out cyberbullying on ask.fm. The sample in this study was 30 students, who had been victims and perpetrators of cyberbullying. Hypothesis testing shows Tcount ≥ Ttable (3.049 ≥ 1.660) so that H0 is rejected and Ha is accepted, so this means that these two variables have a significant influence. This research showed that teenagers dared to carry out attacks only through the social media ask.fm, with anonymous facilities that made it easy for the perpetrators to express all their frustration without their identities being known. And as victims, teenagers generally reject it by responding emotionally.
The importance of the language development phase at the age of 1-3 years confirms that the influence of gadgets on children's speaking abilities is an aspect that requires special understanding and attention. The use of gadgets, if not managed wisely, has the potential to reduce the time that should be spent on direct interaction and communication between children and their environment. In this research, the literature review study method was used as the main approach to understand the impact of using gadgets on the speaking abilities of children aged 1-3 years. This approach involves analysis and synthesis of information from various literature sources relevant to the research topic. This research produces that In conclusion, this research underlines the complexity of using gadgets in children aged 1-3 years. Some children experience improvements in speaking ability through educational content, while others experience regression, especially in aspects of social interaction.
Digital learning is a necessity in the industrial era 4.0. Students must be equipped with various skills based on information technology. Digital learning infrastructure and the ability of Human Resources (HR) for SD and SMP Sinar Kasih need attention in creating schools based on digital learning. In addition, the people of Kampung Cina where the Sinar Kasih Elementary and Middle School are located have the same needs, where the students who attend school there are free of charge for the school fees, because their vision is to serve the underprivileged communities around the Tajurhalang neighborhood and village. Problem solving is carried out through training to increase the capacity of SD and SMP Sinar Kasih human resources to carry out digital learning. The material presented is divided into two, namely creative pedagogy and digital literacy. Second, through the fulfillment of digital learning equipment, including the provision of computers, LCD projectors, training modules, increasing internet capacity, and providing video tutorials for teachers and students. This will also support the effectiveness of the implementation of the Independent Learning Campus Merdeka BKP Teaching Assistance which has been carried out by 25 Ukrida students in Sinar Kasih Elementary and Middle School.
This research demonstrates the important role of technology in education by highlighting the potential of audiovisual techniques as learning media for primary school students. Previous research studies have shown that appropriate audiovisual presentations can improve comprehension, especially in today's children who are enthusiastic about multimedia technology. A qualitative research method using a classroom action research design was used to carry out the research procedure, while thematic analysis was used to analyse the data and evaluate the findings. The aim of this study is to evaluate one of the most effective EFL vocabulary teaching methods for primary school students, namely audiovisual translation, and to summarise the students' impressions while learning vocabulary using audiovisual translation. This research contributes to innovative EFL teaching methods by suggesting the widespread use of audiovisual translation in primary schools around the world, especially in Indonesia, based on its proven success and positive responses from students.
The Golden Age period is for children aged 0-6 years, where during this period children's development develops rapidly and must develop well, this is because during this period children have potential in something and have a very great curiosity. It is seen that children often wonder about what they see. The use of gadgets, especially smartphones and tablets in early childhood, has now become a public concern. The reason is, gadgets have become a necessity for society and even children. Gadgets are technology that have very interesting applications and features, such as games and videos that children really like. Most parents do not pay attention to and regulate their children's use of gadgets and sometimes parents do not realize that their children are addicted to gadgets. This outreach aims to provide knowledge to parents and teachers that if the use of gadgets is carried out with supervision and used properly it will have a positive impact which is very useful for children's development, be it physical, emotional and intelligence development
The flow of globalization that cannot be separated from human life at this time which greatly affects daily life, one of which is communication. Communication is the provision of infomation, news, or interaction carried out by two or more people in the hope that there will be feedback given after listening to the information. The communication tool that can be used in this case is using therapeutic communication. Therapeutic communication can not only be done by nurses but parents to see the lenght of time using gadgets that occur in children. Gadgets is a telecomunications medium taht has ad small form that is easy to carry and is widely used today. This is clear evidence of the development of science and tacholog (science technology) at this time, gadgets are able to influence humans both in terms of mindset and behavior. The study aims to determine”The Corelation Of Parents Using Therapeutic Communication With The Length Of Time Using Gadgets In A Day 24 Hours In Early Chilhood (3-8 Years Old) In Ciantra Village Peacock Alley IX 2022”. The type of quantitative research with cross sectional method. The population is parents who have an early age of 3-8 years with a total of 34 respondents. Sampling techique using total sampling. The result obtained with a significannt level of 95% of a value of 5% (0,05) obtained p value (0,005) < value (0,05) so taht it can be concluded from these results that H0 is rejected, meaning that there is a The Corelation Of Parents Using Therapeutic Communication With The Length Of Time Using Gadgets In A Day 24 Hours In Early Chilhood (3-8 Years Old) In Ciantra Village Peacock Alley IX 2022. There is a The Corelation Of Parents Using Therapeutic Communication With The Length Of Time Using Gadgets In A Day 24 Hours In Early Chilhood (3-8 Years Old) In Ciantra Village Peacock Alley IX 2022.
Background: Gadgets are one of common technological developments that are usedby all groups,including children. School-age children (6-12 years) use gadgets due toparents who are busy working and gadget prices are getting cheaper due tocompetition in the market.Objective: Reducing the negative impact of gadgets on children, especially schoolstudents.Method: One of the things that can be done is through educational game tools,namely playing snake-ladder games about the negative effects of gadgets. Result: The results obtained are that children's knowledge about the negative effects ofgadgets increases and it is expected to reduce the use of gadgets for school children. Conclusion: This activity was that the results of children's knowledge about thenegative effects of gadgets increased. Furthermore, it can be applied in other HealthCenter Services assisted areas by involving other audio-visual media.
Along with the development of 21st-century education that emphasizes the application of digital in learning, the field of tahfiz is also experiencing a learning revolution in multimedia digital technology. Hafazan learning applications are increasingly used in children's education nowadays. However, the content of hafazan applications available on the current digital platform is child-unfriendly and less suited to children's learning styles. So this study aims to analyze children's Quran memorization applications that are available in the current digital platform. This study uses a qualitative method in the form of content analysis, design, use, and multimedia elements. The findings of the study found that several memorization applications are very suitable and meet the learning needs of memorization for children, namely the Marbel Quran for Kids application, the 10 Surah For Kids Word By Word application, the Muhafizul Quran application, the Memorize Quran word by word for Kids application, Learn Short Letters Part 2, Quran Treasure Island and the Hasanati application: Quranic Muslim Kids. This study hoped that the applications above can be used as examples in the development of memorization applications in the future to give more choices to users and meet the learning needs of children.
Latar belakang. Anak-anak yang menggunakan gawai terlalu sering dan lama dapat menyebabkan anak menjadi malas untuk berinteraksi dengan keluarga maupun teman sebayanya sehingga dapat memengaruhi kontak sosial dan komunikasi. Hal ini dapat menyebabkan perkembangan anak terganggu, khususnya pada aspek bicara dan bahasa.Tujuan. Mengetahui hubungan intensitas penggunaan gawai sejak dini dengan keterlambatan perkembangan aspek bicara dan bahasa pada anak usia 4-5 tahun.Metode. Desain penelitian potong lintang digunakan pada anak usia 4-5 tahun di TK ABA IV dan RA Nurul Hikmah Pamekasan. Penelitian ini dilakukan dengan membandingkan tingkat intensitas penggunaan gawai pada anak dengan hasil skrining perkembangan bicara dan bahasa menggunakan KPSP.Hasil. Sebagian kecil (16,28%) anak menggunakan gawai dengan intensitas rendah, hampir separuh anak menggunakan gawai dengan intensitas sedang sebesar (33,72%) dan separuh lainnya (50%) menggunakan gawai dengan intensitas tinggi. Sebagian besar (66,28%) anak memiliki perkembangan bicara dan bahasa dalam kategori normal, tetapi 29 (33,72%) berisiko keterlambatan perkembangan bicara dan bahasa. Hasil uji Chi-square didapatkan nilai p value = 0,018 (p<0,05). Kesimpulan. Terdapat hubungan antara intensitas penggunaan gawai sejak dini dengan risiko keterlambatan perkembangan bicara dan bahasa pada anak usia 4-5 tahun.
Era digitalisasi mempercepat kehadiran gadget sebagai teknologi komunikasi yang mengepung seluruh lini kehidupan masyarakat. Bagi keluarga yang memiliki anak usia dini persoalan literasi kritis menyikapi gadget menjadi kebutuhan penting, sehingga dibutuhkan pemahaman tentang: (1) Hubungan antara kecanduan gadget dengan gangguan emosional dan perilaku sosial pada anak usia dini, (2) Upaya merancang sistem belajar bagi anak usia dini, sehingga dapat mengurangi ketergantungan pada gadget. Pendekatan penelitian menggunakan deskriptif kuantitatif dan tehnik deskriptif sebagai tehnik analisa data. Hasil penelitian menjelaskan bahwa gadget memberikan kontribusi terhadap munculnya kecanduan dan berdampak pada gangguan emosional dan perilaku sosial pada anak usia dini. Gadget melahirkan praktik manipulatif dan melemahkan kekuatan keluarga sebagai pendidik utama dan pertama bagi anak-anaknya. Kondisi ini mendorong pentingnya kehadiran sekolah alternatif sebagai counter-hegemony yang memegang peranan penting untuk membangun pusat legitimasi baru. Sekolah alternatif bisa menyebar dan datang dari mana saja sehingga tidak terpusat pada satu sentral otoritas tertentu.
The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers. Keywords: Early Childhood, Mother Perspective, Gadget Safeness References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). 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Although overt manifestations of depression are rare in children and adolescents, depressive feelings and “depressive equivalents” are commonly encountered. This paper describes the manner in which depression is evidenced in younger people. This is usually by means of behavioral problems, acting out, school difficulties, etc. The psychological factors responsible for such difficulties and the therapeutic problems presented by such youngsters are discussed.
In recent years, electronic games, home computers, and the Internet have assumed an important place in our lives. This paper presents a review of the research on the impact of home computer use on the development of children and adolescents. Time use data are presented along with a discussion of factors such as age, gender, and ethnicity, which impact the time spent on computers as well as the activities engaged in. Research on the impact of computer use on cognitive skill and academic development, social development and relationships, and perceptions of reality and violent behavior is reviewed. The special role of the Internet in the lives of adolescents is brought out using data from the HomeNet study. The paper concludes with recommendations for future study in order to better understand the growing impact of computers on our youth.
The increasing amount of time children are spending on computers at home and school has raised questions about how the use of computer technology may make a difference in their lives--from helping with homework to causing depression to encouraging violent behavior. This article provides an overview of the limited research on the effects of home computer use on children's physical, cognitive, and social development. Initial research suggests, for example, that access to computers increases the total amount of time children spend in front of a television or computer screen at the expense of other activities, thereby putting them at risk for obesity. At the same time, cognitive research suggests that playing computer games can be an important building block to computer literacy because it enhances children's ability to read and visualize images in three-dimensional space and track multiple images simultaneously. The limited evidence available also indicates that home computer use is linked to slightly better academic performance. The research findings are more mixed, however, regarding the effects on children's social development. Although little evidence indicates that the moderate use of computers to play games has a negative impact on children's friendships and family relationships, recent survey data show that increased use of the Internet may be linked to increases in loneliness and depression. Of most concern are the findings that playing violent computer games may increase aggressiveness and desensitize a child to suffering, and that the use of computers may blur a child's ability to distinguish real life from simulation. The authors conclude that more systematic research is needed in these areas to help parents and policymakers maximize the positive effects and to minimize the negative effects of home computers in children's lives.
The impact of technology on child sensory and motor development
- C Rowan
Rowan C (2009) The impact of technology on child sensory and motor
development. Making Sense of Sensory Processing Disorder.