GAMBARAN PERILAKU DAN PENGATURAN PENGGUNAAN TELEPON GENGGAM CERDAS (TGC) PADA SISWA SEKOLAH MENENGAH KEJURUAN
Article Sidebar
Main Article Content
Abstract
Smartphone are tools that help life, even become daily needs for adolescents in Vocational High School (Sekolah Menengah Kejuruan or SMK) who live in urban areas. Unfortunately, not a few teenagers experience problems due to excessive smartphone use. These can include physical problems such as problems with the eyes, movement, and body position; as well as psychological problems such as unharmonious relationships with the people around them, or feeling dependent on devices. There are not many studies that describe the behavior and regulation of smartphone use in adolescents, especially vocational high school students in Indonesia. This study aims to obtain a description of the behavior of smartphone use among vocational high school students, as well as the settings up of regulations by the home and school environment. Participants are 1.921 high school students in 5 cities in 5 provinces in Indonesia (West Kalimantan, Yogyakarta Special Region (DIY), Bangka Belitung Islands, North Sulawesi, and Central Java). Data collection was carried out through a survey with a questionnaire specially designed by the researcher. Data collection was carried out before the COVID-19 Pandemic occurred. The results showed that in the period before the COVID-19 Pandemic, most students used smartphones for about 4-8 hours per day, for communication purposes. In addition, parents and schools make regulations regarding the use of smartphones. The results of this study can provide an overview, as well as a comparison for the description of the behavior of device use after the outbreak of the COVID-19 outbreak.
Telepon Genggam Cerdas (TGC) merupakan alat yang membantu kehidupan, bahkan menjadi kebutuhan sehari-hari bagi remaja di Sekolah Menengah Kejuruan (SMK) yang tinggal di daerah perkotaan. Sayangnya, tidak sedikit remaja yang mengalami masalah akibat penggunaan TGC yang berlebihan. Masalah itu dapat berupa masalah fisik seperti masalah pada mata, pergerakan, dan posisi tubuh; maupun masalah psikologis seperti hubungan yang kurang harmonis dengan orang-orang disekitarnya, atau merasakan ketergantungan terhadap gawai. Belum banyak studi yang menggambarkan perilaku dan pengaturan penggunaan TGC pada remaja khususnya siswa SMK. Penelitian ini bertujuan mendapatkan gambaran perilaku penggunaan gawai pada siswa SMK, serta pengaturan yang ditetapkan oleh lingkungan rumah dan sekolah. Partisipan adalah 1921 siswa SMK di 5 kota yang ada di 5 provinsi di Indonesia (Kalimantan Barat, Daerah Istimewa Yogyakarta (DIY), Kepulauan Bangka Belitung, Sulawesi Utara, dan Jawa Tengah). Pengumpulan data dilaksanakan melalui survei dengan kuesioner yang dirancang khusus oleh peneliti. Pengambilan data dilaksanakan sebelum terjadinya Pandemi COVID-19. Hasil penelitian menunjukkan bahwa pada masa sebelum Pandemi COVID-19, kebanyakan siswa menggunakan TGC selama sekitar 4-8 jam per-hari, untuk keperluan berkomunikasi. Selain itu, orang tua dan sekolah membuat aturan mengenai penggunaan TGC. Hasil penelitian ini dapat memberikan gambaran, sekaligus pembanding bagi gambaran perilaku penggunaan gawai sesudah merebaknya wabah COVID-19.
Article Details
Tji Beng Jap, Universitas Tarumanagara
References
Chun, J. S. (2018). Conceptualizing effective interventions for smartphone addiction among Korean female adolescents. Children and Youth Services Review, 84, 35–39. https://doi.org/10.1016/j.childyouth.2017.11.013
Dirgantara, A., & Kurniawan, A. (2015). Sosialisasi cara penanggulangan perubahan perilaku sosial anak akibat bermain gawai secara berlebihan. Jurnal Telematika, 10(1), 5. https://journal.ithb.ac.id/telematika/article/view/127/134
Ellis, D. A., Davidson, B. I., Shaw, H., & Geyer, K. (2019). Do smartphone usage scales predict behavior? International Journal of Human Computer Studies, 130, 86–92. https://doi.org/10.1016/j.ijhcs.2019.05.004
Han, S., & Yi, Y. J. (2019). How does the smartphone usage of college students affect academic performance? Journal of Computer Assisted Learning, 35(1), 13–22. https://doi.org/10.1111/jcal.12306
Hawi, N. S., & Samaha, M. (2017). Relationships among smartphone addiction, anxiety, and family relations. Behaviour and Information Technology, 36(10), 1046–1052. https://doi.org/10.1080/0144929X.2017.1336254
Horwood, S., & Anglim, J. (2019). Problematic smartphone usage and subjective and psychological well-being. Computers in Human Behavior, 97, 44–50. https://doi.org/10.1016/j.chb.2019.02.028
Jung, S. I., Lee, N. K., Kang, K. W., Kim, K., & Lee, D. Y. (2016). The effect of smartphone usage time on posture and respiratory function. Journal of Physical Therapy Science, 28(1), 186–189. https://doi.org/10.1589/jpts.28.186
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2020). KBBI daring. https://kbbi.kemdikbud.go.id/Beranda
Kibona, L., & Mgaya, G. (2015). Smartphones’ effects on academic performance of higher learning students. Journal of Multidisciplinary Engineering Science and Technology (JMEST), 2(4), 777-784. https://www.jmest.org/wp-content/uploads/JMESTN42350643.pdf
Kim, H. (2013). Exercise rehabilitation for smartphone addiction. Journal of Exercise Rehabilitation, 9(6), 500-505. https://doi.org/10.12965/jer.130080
Kim, J., Hwang, Y., Kang, S., Kim, M., Kim, T. S., Kim, J., Seo, J., Ahn, H., Yoon, S., Yun, J. P., Lee, Y. L., Ham, H., Yu, H. G., & Park, S. K. (2016). Association between exposure to smartphones and ocular health in adolescents. Ophthalmic Epidemiology, 23(4), 269–276. https://doi.org/10.3109/09286586.2015.1136652
Kim, S. E., Kim, J. W., & Jee, Y. S. (2015). Relationship between smartphone addiction and physical activity in Chinese international students in Korea. Journal of Behavioral Addictions, 4(3), 200–205. https://doi.org/10.1556/2006.4.2015.028
Ko, C. H., Yen, J. Y., Yen, C. F., Chen, C. S., & Chen, C. C. (2012, January). The association between Internet addiction and psychiatric disorder: A review of the literature. European Psychiatry, 27, 1–8. https://doi.org/10.1016/j.eurpsy.2010.04.011
Lee, Y.-K., Chang, C.-T., Lin, Y., & Cheng, Z.-H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress. Computers in Human Behavior, 31, 373–383. https://doi.org/10.1016/j.chb.2013.10.047
Lin, M. P., Wu, J. Y. W., You, J., Hu, W. H., & Yen, C. F. (2018). Prevalence of internet addiction and its risk and protective factors in a representative sample of senior high school students in Taiwan. Journal of Adolescence, 62, 38–46. https://doi.org/10.1016/j.adolescence.2017.11.004
Przepiorka, A. M., Blachnio, A., Miziak, B., & Czuczwar, S. J. (2014, March 2). Clinical approaches to treatment of Internet addiction. Pharmacological Reports, 66, 187–191. https://doi.org/10.1016/j.pharep.2013.10.001
Schmuck, D. (2020). Does digital detox work? Exploring the role of digital detox applications for problematic smartphone use and well-being of young adults using multigroup analysis. Cyberpsychology, Behavior, and Social Networking. 23(8), 526–532. https://doi.org/10.1089/cyber.2019.0578
Sohn, S., Rees, P., Wildridge, B., Kalk, N. J., & Carter, B. (2019, November 29). Prevalence of problematic smartphone usage and associated mental health outcomes amongst children and young people: a systematic review, meta-analysis and GRADE of the evidence. BMC Psychiatry, Vol. 19, p. 356. https://doi.org/10.1186/s12888-019-2350-x
van Velthoven, M. H., Powell, J., & Powell, G. (2018). Problematic smartphone use: Digital approaches to an emerging public health problem. Digital Health, 4, 205520761875916. https://doi.org/10.1177/2055207618759167
Young, K. (2010). Policies and procedures to manage employee Internet abuse. Computers in Human Behavior, 26(6), 1467–1471. https://doi.org/10.1016/j.chb.2010.04.025